Date of Award
Spring 5-13-2022
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Michael Coquyt
Keywords
scientific reading and writing
Abstract
This study examines the effects of scaffolding on students’ scientific literacy skills. This study measured the scientific literacy skills of students before and after the use of four different scaffolding practices by the researcher. Participants included 41 students in grades 7-12 that are enrolled in a science course taught by the researcher. The data collected will be used to direct the researcher’s future teaching of scientific literacy practices.
Recommended Citation
Schow, Hunter, "Improving Disciplinary Literacy in the Science Classroom with Scaffolding" (2022). Dissertations, Theses, and Projects. 635.
https://red.mnstate.edu/thesis/635
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Language and Literacy Education Commons, Science and Mathematics Education Commons