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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorNedved, Spencer Vernonen
dc.description.abstractThe focus of the action research was to determine the impact integrating argumentation within guided-inquiry instruction had on students' understanding of concepts. The results of the implementation recorded significant student growth indicating argumentation can increase students' achievement and understanding of science concepts.en
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshMiddle school studentsen
dc.subject.lcshInquiry-based learningen
dc.subject.lcshDebates and debatingen
dc.titleThe effects of argumentation strategies, integrated in guided-inquiry activities, on eight-grade physics students' understanding of conceptsen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2015 by Spencer Vernon Nedved.en
thesis.catalog.ckey2951950en, Graduate Committee: Eric Brunsell; Todd Kaiser.en of Science in Science Education.en Paperen
mus.relation.departmentMaster of Science in Science Education.en_US

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