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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorPeterson, Dawn Mareceken
dc.date.accessioned2016-04-12T13:20:21Z
dc.date.available2016-04-12T13:20:21Z
dc.date.issued2015en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/9287en
dc.description.abstractCase studies indicate that embedding learning in meaningful context can attract and retain a broader range of students to STEM careers. This action research project assessed the impact of project-based-learning and engineering design on 22 high school physics students. Female students showed strongest growth. The biggest impact for all students was an increase in the belief that students are successful in science due to their effort.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshPhysicsen
dc.subject.lcshEngineeringen
dc.subject.lcshProject method in teachingen
dc.subject.lcshHigh school studentsen
dc.titleThe impact of project-based learning and the engineering design cycle on high school physics studentsen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2015 by Dawn Marecek Peterson.en
thesis.catalog.ckey2951954en
thesis.degree.committeemembersMembers, Graduate Committee: Walter Woolbaugh; Greg Francis.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage65en
mus.relation.departmentIntercollege Programs for Science Education.en_US
mus.data.thumbpage27en


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