Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item A 3D anatomy app as a learning tool(Montana State University - Bozeman, College of Letters & Science, 2022) MacKenzie, Michael John; Chairperson, Graduate Committee: C. John GravesComplete Anatomy is a digital 3D anatomy platform that allows users to manipulate virtual human models. The purpose of this study was to determine whether the students perceived the app as useful, and how they made use of the app to help them understand anatomy and anatomical relationships. At the beginning of the semester surveys and questionnaires were conducted to determine students' initial perceptions of the app. Over the course of the semester, students were given a brief lesson on how to use the app, provided with resources within the app, and given quiz questions based on images created in the app. At the end of the semester surveys, questionnaires and interviews were again conducted to determine of students' perceptions of the app had changed, and to learn how students made use of the app. From the data gathered, students' perception of the app was positive to begin, and became slightly more positive over the course of the semester. Having a brief lesson on how to use the app, and exploring the tools available in the app made a significant difference in the students' comfort with the app. The flexibility of the app to be used when and where they wanted, and the ability to adapt the app to their current study practices were some of the app's greatest strengths according to the students. Complete Anatomy is a powerful, flexible 3D app that students perceive as useful, and in some cases even necessary. Having the ability to work at times and in ways they prefer makes it an app that benefits student learning.Item How does the use of the anatomage table impact student learning of anatomy and physiology concepts?(Montana State University - Bozeman, College of Letters & Science, 2021) Keegan, Emily; Chairperson, Graduate Committee: Greg FrancisAnatomy and Physiology is a class that relies heavily on visual models. In this study, the use of the Anatomage table was used during the skeletal system and muscular system units. A comparison group did not use the table for their lab in the first unit, and an experimental group used the table. During the second unit, the groups switched so that all students got to experience working with the table in at least one unit. Pre and post-test data, surveys, interviews, and retention tests were used as data collection tools. The results suggest that the Anatomage table has benefits for some students, especially in identifying and applying the knowledge acquired in the units. It had less of an impact on written test scores, especially in higher achieving students.Item An analysis of hands-on medical experience and student engagement in the science classroom(Montana State University - Bozeman, College of Letters & Science, 2019) Wood, Jerilyn J.; Chairperson, Graduate Committee: Greg FrancisOver a period of six months, students in the Chinook anatomy and physiology class learned EMT training skill and completed work-based learning experiences, such as job shadowing, in order to increase engagement in the science classroom. This project also looked at the impact that this hands-on learning had on students' confidence and feelings of preparedness as well as their desire to pursue a career in the medical field. Students completed a pre- and post-treatment engagement surveys and post-treatment interviews. From the surveys, it was found that there was no statistical difference between the pre- and post-treatment survey responses. The raw data showed some shifts in students' attitudes but there was not enough change to be statistically significant. From the post-treatment interviews, students reported feeling more engaged and better able to make connections between the material learned in class and the real-world. They also reported developing skills that would help them succeed beyond high school such as time management and responsibility for their own learning.Item Memorization strategies for anatomy and physiology(Montana State University - Bozeman, College of Letters & Science, 2019) Selle, Michelle Lynn; Chairperson, Graduate Committee: Greg FrancisThe ability for students to have a deep understanding of the material in anatomy and physiology stems from having a solid foundation of lower-level learning skills of the material at hand. One of the key lower-learning skills that allows students the ability to tap into the higher-level thinking is memorization. This does not refer to basic rote memorization, but memorization that can actually help to link neural connections and bring a greater depth of knowledge into the anatomy classroom. This study will investigate whether detailed instruction on three memorization techniques targeting multimodal learners impacts students' short-term and long-term memory, ultimately impacting depth of understanding in the anatomy/physiology classroom. The study will also explore student attitudes, mainly in reference to their confidence and stress levels, in regards to the memorization strategies taught.Item Misconception probes in human anatomy and physiology(Montana State University - Bozeman, College of Letters & Science, 2019) Quinton, Murvyn Scott; Chairperson, Graduate Committee: Greg FrancisLearning is a process of acquiring knowledge and understanding. When students enter the classroom, they bring their current knowledge and understanding with them. Teachers build upon this knowledge to move students toward new levels of comprehension. The problem is that in many cases, students bring incorrect information or misconceptions into the classroom. When teachers add more upon these concepts, the students often end up with a blending of the correct and inaccurate information. Misconception probes are a tool that requires students to address these problematic concepts and allow teachers to identify the specific misconceptions that students have so that they can be corrected. This study investigated how the use of misconception probes would affect students in a science classroom. Specifically, the areas investigated were the impacts on learning and achievement and the impact on student confidence. Students were given misconception probes that focused on problem concepts within the selected unit, and then remedial instruction was given to address the misconceptions. Performance on the unit exams did not show a significant change; however, some students showed a marked decrease. Student metacognitive awareness of what they did and did not know increased. This resulted in students providing more accurate assessments of their confidence on the surveys given before the exams. This action research showed that misconception probes can be a valuable tool to help inform the teacher and to help students to recognize where their understanding is lacking.Item Utilizing retrieval practice and narrative writing to reduce the achievement gap in high school anatomy physiology students(Montana State University - Bozeman, College of Letters & Science, 2019) Bearg, Johannah J.; Chairperson, Graduate Committee: Greg FrancisThe researcher utilized retrieval practice and anxiety reducing techniques prior to assessment in an attempt to improve performance and narrow the achievement gap between students of color and their peers. In order to answer the question of whether 'utilizing retrieval practice and narrative writing could reduce the achievement gap in high school anatomy physiology students', baseline anxiety surveys, pre and post-assessment interviews, performance on assessment content covered by retrieval practice were collected. Data were analyzed both qualitatively and quantitatively, with results which suggested that students performed better on content that received the retrieval practice treatment. Data was inconclusive regarding the result of narrative writing on anxiety.Item Incorporating literature into the science classroom(Montana State University - Bozeman, College of Letters & Science, 2018) Browning, Linzy Sue; Chairperson, Graduate Committee: Greg FrancisIntegration of subjects is a major goal within the classical education model, with teachers and parent educators seeking to present the various areas of study as interrelated strands, rather than stand-alone subjects. This project sought to integrate age-appropriate literature into an elementary homeschool co-op class's science course work to determine if doing so had an effect on student performance and student attitudes. It also assessed parental attitudes, in particular the extent to which the treatment modeled to them assisted them in integrating literature and history into their science instruction and how they felt about that. During the comparison and treatment periods, students were engaged in an 8-week human body unit, which included memorizing the major parts of each body system, experimenting with a variety of phenomena related to the function of the various systems, and making a life-sized paper model of the entire body with all of the major organs. During the 4-week comparison period, students were introduced to the week's body system and organs, with discussion about what functions the system and organs carry out. This was followed by a lab activity in which students explored a phenomenon related to the function of the system introduced that day. During the treatment period, classroom instruction was modified to incorporate 10-15 minutes of interaction with literature related to the body system and organs being studied, and students received literature to interact with during the week. Weekly quizzes showed an insignificant rise in scores with the treatment. However, student surveys and student and parent interviews indicated a decidedly positive shift in attitude toward the content with the incorporation of literature into the lessons.Item How the experiences of medical professionals and High school students. inform improvements to high school human anatomy and physiology courses(Montana State University - Bozeman, Graduate School, 2015) Stender Penrose, Stephanie Diane; Chairperson, Graduate Committee: Peggy Taylor.This project aimed to identify some of the most effective ways that students learn the human anatomical and physiological concepts in high school through medical school. This project looked at the effectiveness of learning human anatomy online versus hands-on learning and learning through simulations versus lecture and reading. This study considered different modes of instruction through the perceptions of medical professionals at University of California San Francisco and Sheridan High School human anatomy students. Medical professionals suggested best teaching practices for high school human anatomy and physiology teachers. The high school students shared their learning strategies that could lead to a successful high school course. Through interviews and surveys a group composed of high school students, medical students, surgical residents, fellows and surgeons shared their opinions on the effectiveness of different learning and teaching styles of human anatomy and physiology concepts. Data collection for this project not only included online survey questions, but also personal interviews. The results suggested that anatomy and physiology courses taught to pre-college level students should include a large portion of hands-on learning and teaching styles.Item Multiple intelligences : the effects of using activities that incorporate multiple intelligences in a college anatomy and physiology class on student understanding of concepts(Montana State University - Bozeman, Graduate School, 2015) Temple, Jennifer; Chairperson, Graduate Committee: Peggy Taylor.The students in Anatomy and Physiology II at Dawson Community College in Glendive, Montana are exposed to a lot of information in a short amount of time. The goal of this research was to see if there was an impact of incorporating multiple intelligences on student learning. Data was collected from pretests, posttests, delayed tests, surveys, written interviews, journaling, and colleague observations to determine if there was an effect on student understanding, long-term memory, attitude and motivation as well as teacher attitude and motivation. The results indicated that there was no effect between the non-treatment and treatment units on student learning, however there was an effect on long-term memory. Students and instructor evidence showed an effect on attitude and motivation throughout the research study.Item Science for real life : the use of case studies and online discussions in high school anatomy and physiology(Montana State University - Bozeman, Graduate School, 2015) Markham, Jennifer Nicole; Chairperson, Graduate Committee: Peggy Taylor.Students in post-secondary health care programs often utilize case studies as a mechanism for learning and reinforcing content. In addition, students are increasingly taking courses online. Therefore, an action research-based project was undertaken in a high school anatomy and physiology course to identify the impact of case studies and online discussions on content acquisition, student interest and engagement. Two treatment methods were employed across three separate sections of grade twelve anatomy and physiology classes. One treatment included the implementation of case studies entirely in class, while the second treatment duplicated the first treatment but included additional case analysis via online discussions outside of class time. The results suggest that students can acquire new content through the use of case studies and that students generally enjoy and find case studies to be an interesting learning method. In addition, while overall student perceptions of using online discussions were negative, overall student test scores across all three case studies were higher, on average, in the treatment group that included online discussions.