Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item An exploration of student response to an active learning environment in an upper-level quantum physics course(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Tallman, Brett Pierson; Chairperson, Graduate Committee: Nick LuxThe passive-lecture model pervades the post-secondary STEM environment, though little evidence supports it. While more interactive models are not uncommon, especially for smaller classes, they often only marginally address deep concerns about the passive-lecture model, such as personal experience, group interactions, etc. While active learning approaches are being used more, little is known about how advanced students respond in STEM to long-term interventions. This case study qualitatively explored response to a semester-long active learning intervention in one upper-level quantum mechanics course, from an engagement perspective. The study identified ten themes that described participant response: Time Pressure, Vibrancy, Group Activities, Public Work, Individual Work, More Natural Over Time, Students Differ, Community Matters, Hard but Rewarding, and Implementation Difficulties. These results largely align with existing literature on the effects of active learning. However, the results also reflected aspects of the advanced STEM learning experience that are unique, such as motivation, community, student preference, and metacognition. These results indicate more inquiry is needed into factors surrounding the advanced STEM student learning experience if we are to improve the learning environment.Item Experiences of women over 70 years of age learning computer skills(Montana State University - Bozeman, College of Education, Health & Human Development, 2003) Cook, Joan WalkerItem A multi-case study of school gardens in southwest Montana(Montana State University - Bozeman, College of Education, Health & Human Development, 2013) Yates, Kimberly Ann; Chairperson, Graduate Committee: Michael BrodyMany children today spend little time outdoors exploring the natural world and a great deal of time inside viewing the television or playing video games. This new condition of childhood has many negative ramifications, such as poor social development, childhood obesity, and a lack of feeling connected to the environment. One instructional tool being used by some schools to address these rising concerns is a school garden. School gardens can provide an opportunity for students to experience learning in a real-world application, outside of the classroom walls. This qualitative multi-case study explores three school gardens in Southwest Montana and tells each of their unique stories. Through the process of participant observation, interviews, and the collection of multiple data sources, a thorough description is given of the history behind the gardens, how they have impacted the teachers and students, what challenges they have faced, and the common characteristics found in a successful school garden program. During the data analysis process, themes for each case study site were revealed. The results of this study found that each school garden was unique in character and purpose and that a number of dedicated garden supporters are essential to the success of a garden program. In conclusion, suggestions and resources were provided for practitioners interested in pursuing a garden program.Item Evaluation of personal response systems from a teaching perspective(Montana State University - Bozeman, College of Education, Health & Human Development, 2012) Dailey, Rocky Allan; Chairperson, Graduate Committee: Marilyn Lockhart.The purpose of this qualitative transcendental phenomenological study was to examine the usage, attitudes, and perceptions of personal response system (PRS) use by teaching faculty who had used the technology in at least one course at Montana State University (MSU) in Bozeman in the past six years. Fifteen faculty members who had used PRS in their teaching were interviewed on their usage, attitude, and perception of PRS use. The literature topics of effectiveness, teacher-student interaction, practices, faculty resistance, technical issues as well as assessment and feedback were incorporated into a protocol used during in-depth interviews. Overall, the results of this study were consistent with the literature. Faculty interviewed considered themselves among the first to adopt a new teaching technology, and had done so to address either increased class size or to formatively assess their teaching. Technical issues were minor and easily corrected through either technical support or peer support. Student registration was an issue, and the responses to this issue varied among faculty. Overall, faculty interviewed were satisfied with the technology and used it effectively based on the literature reviewed. Recommendations were made to encourage and expand the use of PRS and to remove the challenges experienced by faculty.