Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Exploring the effect of science 'wonder' videos on high school student attitudes in science(Montana State University - Bozeman, College of Letters & Science, 2020) Hoffmann, Kathryn Jane; Chairperson, Graduate Committee: Greg FrancisStudent attitudes toward science affect their engagement with required learning in STEM courses, future career choices, and basic science literacy. My study worked with high school students enrolled in two classes each of Chemistry 1 and Integrated Chemistry-Physics and looked at the effect of a regular weekly program of a short, 'wonder' science video combined with a reflection journal to promote positive attitudes toward science and to develop student curiosity about science topics. Data was gathered through a variety of Likert-like surveys and written reflections about the videos. The results showed a definite increase in curiosity as evidenced by an increase in student-initiated questions and in positive responses to the surveys for both boys and girls in both classes but were especially strong for the girls. Additional effects included an increase in student discussion of science topics outside of class and an improvement in student perception of their ability to learn science. There was little observed effect on career plans as a result of this program. In conclusion, a regular program of weekly wonder science videos that present engaging science topics outside normal curricular topics is a minimally intrusive but effective way to increase student curiosity about science, to provide an opening for promoting and addressing student-initiated questions and to develop student science literacy.Item Science fiction video supplementing earth science instruction(Montana State University - Bozeman, College of Letters & Science, 2019) Buehler, Dylan Craig; Chairperson, Graduate Committee: Greg FrancisThe ability to ascertain fact from fiction is becoming increasingly important for the human population. Without a solid foundation of science, mistruths about our world and solar system could be observed in popular science fiction movies and blindly accepted as science facts. The purpose of this study was to observe the effect of supplementing scientific instruction of space with the help of popular science fiction movies. Four chapters were taught alternating non-treatment and treatment. The non-treatment units were given lecture with teacher directed notes, projects associated with content, and an end of chapter test. Treatment chapters were given the same instruction with the inclusion of science fiction media clips with a discussion during and following the clips. Students were given Likert surveys, misconception probes, chapter tests and formative assessment throughout the study. Qualitative and quantitative data was analyzed to see if any changes occurred due to the inclusion of the treatment. Results indicated students enjoyed the inclusion of science fiction media in the classroom, but it did not indicate better test scores.Item Energy and work instructional strategies in general physics(Montana State University - Bozeman, College of Letters & Science, 2018) Tschanz, Chad M.; Chairperson, Graduate Committee: Greg FrancisIntroductory physics students have demonstrated unsatisfactory learning gains after traditional energy instruction. Energy instruction was adapted to include pictorial system diagrams, energy bar graphs, and interactive physical modeling. Learning gains of students who received adapted instruction was compared to students who received traditional instruction. Students who participated in the adapted instruction showed slightly greater gains in interpretation of lab data compared to those students who received traditional instruction. There was no significant difference in gains noticed on traditional assessments of work and energy concepts. No significant differences in preference for student-led interactive physical modeling over traditional instruction was found.Item An investigation of four remediation techniques in the science classroom(Montana State University - Bozeman, College of Letters & Science, 2018) Rice, Jocelyn Mandy; Chairperson, Graduate Committee: Greg FrancisThe goal of this research project was to determine which of four teaching strategies was most effective as a remediation technique. The four strategies included table manipulatives, concept mapping, interactive science notebook journaling, and a flipped classroom approach. Over the course of eight instructional units, students were exposed to each strategy twice during a mid-day remediation and enrichment period called the GAELS period. The results of this investigation suggest that each of the four strategies were effective for improving students' test scores from pre to post-test for at least one unit, but some strategies worked better for one unit than another, sometimes producing a large normalized gain for one unit, and a negative normalized gain for another. Overall, concept mapping produced the largest gain from the study, 31%, when used with the cell transport unit.Item Effects of video lecture on students' mastery of engineering design software(Montana State University - Bozeman, College of Letters & Science, 2018) Robbins, Austin Douglas; Chairperson, Graduate Committee: Greg FrancisVideo based tutorials can be found for nearly any topic piquing one's interest. This study analyzes the effects of video-based instruction by comparing it to live lecture instruction in a high school introduction to engineering course. The study measured students' rate of mastery of basic modeling skills in Autodesk Inventor, a three-dimensional design software. Using Likert surveys and student interviews, students' disposition toward learning the software and personal preference for type of instruction were also recorded. The results indicated that video lecture instruction increased students' rate of mastery and retention of basic modeling skills and was students' preferred method of instruction for new material.Item Exploring the perceived beneftis of the flipped classroom in a community college medical terminolgy course(Montana State University - Bozeman, College of Letters & Science, 2017) Shoemaker, Jeretta; Chairperson, Graduate Committee: Walter WoolbaughStudents today are managing many aspects of life outside of school obligations, resulting in missed class time and less exposure to lecture material. Flipped classroom techniques have been said to influence students' flexibility of personal time for learning, as well as academic achievement and overall course enjoyment. The purpose of this study was to identify benefits associated with the utilization of flipped classroom techniques, for both the students' and the instructor, in a college level Medical Terminology course. Data collection tools were developed to identify trends in these focus areas. During a five-week time period, flipped classroom techniques (treatment) were employed alternately with the standard lecture style, while covering four units of material. During the treatment students' watched short videos via the colleges' learning management system on their own time prior to class. This freed up class time for interactive learning with the use of engaging peer-to-peer activities, and completion of what would typically be considered homework materials. On alternate units, lecture was delivered with the standard didactic method previously employed, and homework assignments completed on their own time. If, after lecture was completed and time allowed, interactive activities were implemented during class. Results indicate no difference in student academic success between the two teaching methods. Student enjoyment of the course was markedly improved (28%), as well as increased flexibility of personal time (22%) with the treatment. Instructor benefits included an increased enjoyment of teaching, increased curriculum flexibility, and improved instructor-student relations. The instructor preparation time associated with the initial use of the treatment initially felt prohibitive, but the resulting benefits for all study subjects involved negated this.Item Effect of instructor-created videos of science content on student achievement(Montana State University - Bozeman, College of Letters & Science, 2017) Smith, Amy; Chairperson, Graduate Committee: Greg FrancisIn this classroom research project students were exposed to teacher-created videos. The videos were created as a means for students to have materials that would help review content outside of the classroom. Videos showed any hands-on experiments absent students may have missed and also offered the opportunity for students to review procedures. Videos also reviewed content from class discussions, explained key concepts, and included modeling as a means of explaining concepts. The goal of the study was to look at achievement on unit tests and compare the results between when the videos were accessible and when they were not. Results of the research suggested that the inclusion of the videos had no significant impact on student achievement on unit assessments and few students accessed the videos. The students that did access the videos had favorable reviews of the content.Item The effects of interactive tools in a flipped chemistry classroom(Montana State University - Bozeman, College of Letters & Science, 2017) Carney, Samantha Jo; Chairperson, Graduate Committee: Greg FrancisThe flipped classroom is becoming a common pedagogical approach in the classroom to increase active learning experiences in the classroom. In the flipped classroom, students receive direct instruction outside of class through videos, podcasts, or readings, and class time is freed up to design effective, engaging, and enjoyable activities and experiences. One concern with the flipped classroom is the student engagement and participation in the videos. For this project, two interactive technologies, PlayPosit and EdPuzzle, were evaluated to determine which technology would be the most effective on student achievement, student engagement, and student attitudes in the flipped classroom. Over the course of two units, Advanced Placement Chemistry students at Penn-Trafford High School watched the lecture videos in PlayPosit and EdPuzzle. The Comparison Unit using YouTube lasted two weeks. Treatment 1 using PlayPosit and Treatment 2 using EdPuzzle each lasted three weeks. Results from post-tests were analyzed and compared to determine the effect on student achievement. Student surveys and interviews were analyzed to determine the effect on student engagement and attitudes. Results revealed no significant difference in student achievement, but a significant difference in engagement when utilizing both PlayPosit and EdPuzzle. Student comments and interviews also showed that students preferred EdPuzzle to both PlayPosit and YouTube. Overall, EdPuzzle was the most effective platform for content videos in the flipped classroom.