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dc.contributor.advisorHoppe, Katherine
dc.contributor.authorUrbanski, Ignacy
dc.date.accessioned2021-09-07T21:49:03Z
dc.date.available2021-09-07T21:49:03Z
dc.date.issued12/15/2012
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5318
dc.description.abstractThe research that led to this project demonstrated that relating learning to students’ lives outside of school helps students become more interested in the content. The research also stated that using language that students are more familiar with can assist with comprehension. This project was to create fictional stories for seventh grade science students that they could relate to. Twenty stories were created using non-fictional science that students would need to comprehend in order to answer content questions. Other content areas could create fictional stories so that students would by more engaged in the reading.
dc.subjectLiteracy
dc.subjectContextual
dc.subjectEngagement
dc.subjectIntrinsic
dc.subjectStorytelling
dc.subjectInfusing
dc.titleThe Use of Authentic Context to Foster Independent Learning in Science
dc.typethesis
refterms.dateFOA2021-09-07T21:49:03Z
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.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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