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dc.contributor.advisorMcCann, Lowell
dc.contributor.authorThyren, John
dc.date.accessioned2012-03-22T18:07:08Z
dc.date.available2012-03-22T18:07:08Z
dc.date.issued2012-02-15
dc.identifier.urihttp://digital.library.wisc.edu/1793/60837
dc.descriptionPlan B Paper. 2012. Master of Science in Education-Physics--University of Wisconsin-River Falls. Physics Department. 36 leaves. Includes bibliographical references (leaves 34-36).en
dc.description.abstractThe following study surveys students currently enrolled in advanced-level high school science electives in an attempt to discover what motivates these students to take such classes. Further, the study develops the argument that advanced-level science classes are a risky choice for students compared to offerings from other departments and makes an attempt to identify types of students who will be more likely to accept that risk. Findings suggest that, among other factors, college credit offered for such classes attracts students. Also, personality (as measured using the Meyers-Briggs Type Indicator) does play a role in a student's willingness to take science electives.en
dc.language.isoen_USen
dc.subjectHigh school science electivesen
dc.subjectHigh school students--Attitudesen
dc.subjectHigh schools--Curriculaen
dc.subjectScience electivesen
dc.subjectPhysics--Study and teaching (Secondary)--Minnesotaen
dc.subjectScience--Study and teaching (Secondary)--Minnesotaen
dc.titleRisk and high school science: insight on student decisions about registering for advanced-level science classesen
dc.typeThesisen
thesis.degree.levelMSEen
thesis.degree.disciplinePhysicsen


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