The effects of argumentation strategies, integrated in guided-inquiry activities, on eight-grade physics students' understanding of concepts

dc.contributor.advisor	Chairperson, Graduate Committee: Peggy Taylor.	en
dc.contributor.author	Nedved, Spencer Vernon	en
dc.date.accessioned	2016-04-12T13:10:57Z
dc.date.available	2016-04-12T13:10:57Z
dc.date.issued	2015	en
dc.identifier.uri	https://scholarworks.montana.edu/xmlui/handle/1/9283	en
dc.description.abstract	The 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.language.iso	en	en
dc.publisher	Montana State University - Bozeman, Graduate School	en
dc.subject.lcsh	Physics	en
dc.subject.lcsh	Middle school students	en
dc.subject.lcsh	Inquiry-based learning	en
dc.subject.lcsh	Debates and debating	en
dc.title	The effects of argumentation strategies, integrated in guided-inquiry activities, on eight-grade physics students' understanding of concepts	en
dc.type	Professional Paper	en
dc.rights.holder	Copyright 2015 by Spencer Vernon Nedved.	en
thesis.catalog.ckey	2951950	en
thesis.degree.committeemembers	Members, Graduate Committee: Eric Brunsell; Todd Kaiser.	en
thesis.degree.department	Master of Science in Science Education.	en
thesis.degree.genre	Professional Paper	en
thesis.degree.name	MS	en
thesis.format.extentfirstpage	1	en
thesis.format.extentlastpage	59	en
mus.relation.department	Master of Science in Science Education.	en_US
mus.data.thumbpage	30	en