Term

Summer 2017

Capstone

Thesis

Degree Name

MAED: NSEE

Primary Advisor/Dissertation Chair

William Lindquist

Secondary Advisor/Reader One

Sara Peloquin

Peer-Reviewer/Reader Two

Stacey Pinz

Abstract

I conducted a qualitative case study using classroom observations, written documentation, and experience to answer the research question, what is the effect of science interactive notebooks on high school biology students learning? One class of tenth grade biology students was observed and asked writing prompts in order to determine how interactive notebooks influenced learning. Several key themes emerged within the data collected including; organization, note taking, creativity, variation, reference, student engagement, and student affinity towards the interactive notebooks. Findings suggest that students are more engaged in class and are able to identify key ways in which the science interactive notebooks aid their learning. Implications for future research are based off of some of the study’s limitations, the importance of teacher feedback to students, and the ability of interactive notebooks to be able to empower higher-level thinking within high school students.

Research Methodology

Case Study, Observation

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