Theses and Dissertations at Montana State University (MSU)

Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733

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The effect of inquiry-based learning in high school physics
(Montana State University - Bozeman, College of Letters & Science, 2023) Feldbruegge, Adam Frank; Chairperson, Graduate Committee: C. John Graves
The purpose of this action research was to analyze the effect of inquiry-based learning in the high school physics classroom. Specifically, this research analyzed the impact of inquiry-based learning on student ability to scientific reasoning and concept mastery within the units of motion, force, energy, and momentum. The non-treatment group received instruction with a partially flipped classroom approach, with assigned pre-lecture videos and lectures focused on direct application of the content; whereas the treatment group learned through inquiry and following the experiments, were guided with questioning and further labs to fill in conceptual gaps in the content. Pre- and post-test results were analyzed to measure normalized gains in both scientific reasoning and conceptual understanding. Surveys and interviews were analyzed to measure student interest and attitude. The results of this study revealed that the non-treatment group achieved higher normalized gains in conceptual understanding in the areas of force, motion, energy, and momentum; whereas the treatment group achieved higher normalized gains in their ability to reason scientifically. While the theory-practice gap is a real inhibitor to inquiry-based learning in the physics classroom, students were able to connect course content with real-life scenarios, resulting in an overall positive experience for students.
The impact of including a renewable energy theme on physics education and perception of meaning
(Montana State University - Bozeman, College of Letters & Science, 2021) Kahan, Adam; Chairperson, Graduate Committee: Greg Francis
A renewable energy theme was incorporated into an AP Physics class. Renewable energy linked assignments, articles, videos, and discussion developed the theme. The Force Concept Inventory and class exams tracked progress in physics. Surveys and interviews gathered data on perception of meaning. The results suggest that the theme neither facilitated nor interfered with the learning of physics. Learning physics, however, improved their understanding of renewable energy topics. Overall students found the theme meaningful and relevant.
The effects of using learning progressions for student mastery
(Montana State University - Bozeman, College of Letters & Science, 2021) Hill, Michael Frederick; Chairperson, Graduate Committee: Greg Francis
In order for students to achieve a high level of knowledge, teachers and students should be able to identify areas of understanding and areas that need improvement. Designing a progression that identifies concepts help guide teachers and students through the learning process. Students have the opportunity to show mastery in a concept before progressing to the next level. This action research provided students with a progression to guide their learning. Students reflected on each concept before moving to the next. As a result, students were able to show significant growth as well a sense of confidence in learning.
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 Francis
Anatomy 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.
Using case studies to help chemistry students understand science concepts
(Montana State University - Bozeman, College of Letters & Science, 2021) Ronquillo, Elizabeth Roxanne; Chairperson, Graduate Committee: Greg Francis
The purpose of this project was to study the effects of problem solving case studies on student understanding of high school concepts. Students were exposed to a case study that related chemistry content to real world applications. The project began with a non-treatment group studying periodic trends where students engaged in traditional chemistry learning activities which included reading, lecture, video, and virtual labs. The treatment group also had students engaged in traditional chemistry learning activities with the addition of including a real-world case study with class discussion. Data were collected using student pre-unit and post-unit assessments, surveys and interviews as a measure of student content understand, higher-level thinking, student attitude and motivation. Teacher data were also collected using student observations and teacher reflections to gain understanding of student attitudes and motivation. The data showed no difference between the two groups regarding post-assessment scores. The data showed some of the students' attitudes about science improved when applied to real world scenarios using case studies.
The impact of learner generated drawings in the comprehension of earth science concepts
(Montana State University - Bozeman, College of Letters & Science, 2019) Temple, Thomas Allen; Chairperson, Graduate Committee: Greg Francis
Drawing was an activity that was common in science classes in the early 20th century. The students of today live in a world where making an image can be done effortlessly with the cameras they have access to in their cell phones. Recently there has been renewed interest in the use of drawing to enhance memory and understanding of scientific phenomena. The purpose of this research study was to see how drawing impacted student comprehension of Earth science concepts. Sub-questions addressed by the study were if students could improve in creating scientific drawings, if their attitudes about using drawing to learn would change as a result of drawing treatment, and if their engagement and enjoyment of Earth science would increase. The study was conducted for a period of 10 weeks in a 9th-grade Earth science classroom. The population of students was split into two treatment groups. While in the treatment period students were asked to create drawings of selected Earth science topics before any reading assignments or class discussion. Students were then asked to create a second drawing after an assigned reading and discussion of the same topics. Students not in the treatment group were not required to draw and received direct instruction through presentation slides and discussion. Each group was exposed to two rounds of treatment and two periods of non-treatment. A variety of data collection instruments were used in this study to compare the two groups quantitatively, including pre- and post-test scores, quiz scores, and a standards-based drawing rubric. Qualitative measures used to assess student attitudes and enjoyment included surveys, student interviews, and a journal of observations kept by the instructor. Results of the study showed that drawing did impact comprehension of the selected Earth science topics positively. Although student attitudes about drawing remained mostly unchanged, many indicated that they planned on using drawing to help them study for tests in the future.
The use of writing portfolios in place of traditional exams in high school biology
(Montana State University - Bozeman, College of Letters & Science, 2019) Theroux, Brian Joseph; Chairperson, Graduate Committee: Greg Francis
The desire for metrics of student ability remains high even as emphasis changes from high-stakes, high-stress standardized assessments of content and memorization to procedural awareness and communication skills. This study investigated the effectiveness of writing portfolios in place of traditional exams. Classroom research checked for consistency between students of different incoming knowledge and ability levels, and for effects on student motivation and course engagement. Students' expression of core concept knowledge was assessed through writing portfolios in treatment groups and with short answer tests in comparison groups. Data collected from test scores, portfolios, surveys and teacher-student dialogues was triangulated using qualitative and quantitative analysis. Results suggested students' expression of core content knowledge and basic subject knowledge were equitable or improved, with notable alleviation of test grievances.
The effect of personalized feedback on the ability of students to overcome misconceptions in a project-based science curriculum
(Montana State University - Bozeman, College of Letters & Science, 2019) Wolfe, Amanda M.; Chairperson, Graduate Committee: Greg Francis
A large part of a science teacher's role is in both helping students understand concepts, as well as helping students address common science misconceptions through a variety of means. Students in a blended-learning environment independently demonstrate mastery of content through online assessments, while teachers assist students in developing specific academic skills through project-based learning. In a blended-learning environment, a science teacher's role becomes morphed. A teacher in this learning paradigm may not be the first point of contact for new material as students learn at their own pace. Special care must be taken to monitor student misconceptions and plan interventions that support conceptual change. One of the main roles of a project-based teacher is giving feedback to students. The purpose of this research was to assess the effectiveness of the feedback and revision process in helping students identify and overcome misconceptions in their modeling skills in a project-based curriculum. The research included the evaluation of student attitudes and perceptions of feedback through pre-project and post-project surveys. Student concept attainment and the ability to overcome misconceptions was assessed through pre- and post-surveys which focused on content as well as the comparison of draft models of a climate change in a bottle experiment and final draft models after students received feedback from teachers. Further data was gathered through student interviews about feedback and the process of addressing their misconceptions. Results of the experiment indicate that feedback is effective in helping students overcome misconceptions regardless of the type of feedback, either brief or detailed.
Misconception probes in human anatomy and physiology
(Montana State University - Bozeman, College of Letters & Science, 2019) Quinton, Murvyn Scott; Chairperson, Graduate Committee: Greg Francis
Learning 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.
The effect of a gamified learning segment in a high school conceptual physics classroom on student engagement, motivation, and measures of learning
(Montana State University - Bozeman, College of Letters & Science, 2019) Rider, Blake E.; Chairperson, Graduate Committee: Greg Francis
Students often struggle learning physics concepts, in large part due to the lack of engagement and motivation in many science classrooms. Students who are focused in and engaged with the material tend to believe that they understand the concepts better than those who are uninterested. This study primarily investigated the effect of gamifying a learning segment using Classcraft on student engagement, motivation, and perception of physics. The study also examined the effect of gamifying different portions of the instructional sequence, as well as the effect on performance on formative and summative assessments. Students played Classcraft while learning about Newton's 2nd Law while their time on-task was observed. Then, they answered survey questions, participated in an interview, or participated in a focus group to share their experiences. The results indicated that playing Classcraft while learning about physics did increase student time on-task and perception of engagement. However, what motivated students remained largely unchanged. Lastly, there was also not a substantial difference in direct measures of learning on summative assessments but there did appear to be a difference on formative assessment performance.

Theses and Dissertations at Montana State University (MSU)

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