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dc.contributor.authorRoberts, Kelly A.
dc.date.accessioned2021-09-07T21:39:21Z
dc.date.available2021-09-07T21:39:21Z
dc.date.issued1/1/2007
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4984
dc.description.abstractThis research study looks at the global deficits in science-related industries with regard to scientific literacy and writing to articulate knowledge. This project explores a science curriculum that uses diverse resources like children's literature, poetry, nature journals, and writing prompts to explore learning and attitudes in the middle school science classroom. Researchers anticipated students’ development in content and conceptual knowledge, improvement in critical thinking skills, and increased interest in scientific reading and writing. Active research was conducted at a small suburban/rural parochial school in Western New York where subjects included 65 students in three seventh-grade life-science classes. Literacy activities were incorporated into the standard curriculum of lecture, student packets, student activities and experiments. The research found that literacy-based science curriculum can foster greater conceptual knowledge and improve critical thinking.
dc.subjectScience Literacy
dc.subjectWriting
dc.subjectScience Education
dc.subjectScience Comprehension
dc.subjectStem
dc.subjectStem Education
dc.titleSuccess in Science: The Power of Writing on Attitudes and Knowledge Acquisition in Middle School Science
dc.typethesis
refterms.dateFOA2021-09-07T21:39:21Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.languate.isoen_US


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