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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorHronek, Analeaen
dc.date.accessioned2016-01-03T17:50:36Z
dc.date.available2016-01-03T17:50:36Z
dc.date.issued2014en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/9388en
dc.description.abstractOutdoor environmental education is a fun and exciting way to teach classroom science curriculum. This study focused on if an outdoor river study program increased students' science comprehension and skills more than the normal classroom science curriculum. It also sought out to measure whether students' attitudes towards science and the environment changed from being a part of the study. The data show that while students' knowledge of science concepts did not increase significantly when compared to the indoor classroom unit, students retained the river study concepts better and longer than the classroom science concepts. Students' attitudes towards science and the environment were shown to be more positive post-river study. Students also showed an increased awareness of themselves as learners after the post-river study.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshEnvironmental sciencesen
dc.subject.lcshActive learningen
dc.subject.lcshOutdoor educationen
dc.subject.lcshMiddle school studentsen
dc.titleThe effects of a river study program on students' comprehension, skills and attitudes in scienceen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2014 by Analea Hronek.en
thesis.catalog.ckey2903396en
thesis.degree.committeemembersMembers, Graduate Committee: Walter Woolbaugh; Suzanna Soileau.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage119en
mus.relation.departmentIntercollege Programs for Science Education.en_US
mus.data.thumbpage30en


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