Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item The effects of field experience in a physical geology high school classroom(Montana State University - Bozeman, College of Letters & Science, 2020) Lorenz, Vincente James; Chairperson, Graduate Committee: Greg FrancisThe field trip experience has been around for the better part of two centuries (Emmons, 1836; Falcon-Lang, 2009; Hopkins, 1835a, b; Perry 1899). However, with fast-paced technological lifestyles, a shift to teach toward high-stakes testing, and transportation budget cuts, field trip experiences have been pushed increasingly to the outskirts when it comes to modern education. The purpose of this research is to assess the effects of geology field experiences on student learning in a high school geology classroom. A sub-question concentrated on student attitudes and engagement toward studying science. Seventeen public high school students ranging from sophomores to seniors completed the study in a single classroom. The students studied four different geologic sites specific to Indiana. Study sites included a meteor impact site as a non-treatment study and a glacial geology site as a treatment study. Students then studied a second non-treatment site identified as an ancient seafloor environment, and a treatment site focused on karst topography. A variety of data collection tools assessed students both quantitatively and qualitatively. Students completed pre and post-surveys, comprehension pre and post-tests, site-specific notes and drawings, as well as interviews. Teacher recorded observations and a reflective journal were kept to monitor students and their behavior throughout the study. During the non-treatment period students were told to take notes and draw field sketches based on a specific site in the classroom. During a treatment period students took a field trip to complete notes and field drawings at a specific geologic field site. It is important to note that this study was interrupted during the COVID-19 pandemic outbreak and so one non-treatment and one treatment site had to be completed as part of e-learning. I filmed one treatment site to generate a virtual field experience. Student results indicated an overall positive impact toward studying geology via field experiences. Although it was interesting that more students were engaged in the classroom rather than in the field, students displayed positive gains for both treatment units. Students surveyed and interviewed displayed an overall better attitude and appreciation toward studying science.Item Assessing the effects of expeditionary field science courses on student's environmental literacy(Montana State University - Bozeman, College of Letters & Science, 2020) Bavier, Adam Geoffrey; Chairperson, Graduate Committee: Greg FrancisThis action research project studied how student's environmental literacy responded to an immersive field biology experience. Treatment was a 5-day expeditionary field course designed to connect students to wildlife research in Yellowstone. While on course, students participated in science education modules structured around the natural and cultural history of bison and the modern practices used to manage their population. Pre/post environmental literacy assessments were administered and a progressive Draw-an-Ecosystem model was delivered and scored. Results showed moderate content knowledge learning as well as increases in students empowerment and intention to act relative to environmental issues and their confidence with science competencies.Item Outdoor education and citizen science in a high school freshwater ecology science classroom(Montana State University - Bozeman, College of Letters & Science, 2019) Tierney, Sarah Martina; Chairperson, Graduate Committee: Greg FrancisOutdoor education and citizen science practices were implemented into a high school freshwater ecology curriculum to assess student motivation, attitude, and in general their connection with the outside world. In this study students were exposed to various outdoor learning opportunities and citizen science activities. Pre and post treatment student surveys were conducted, student interviews, student journaling, and student engagement tally sheets were all recorded to assess student engagement. As a result of this study, a majority of students reported a benefit from lessons outside the classroom as well as indicating an increase of energy, pleasantness, and engagement.Item Perceptions of 4-H record books as part of the experiential learning cycle(Montana State University - Bozeman, College of Letters & Science, 2019) Tangedal, Kara Bates; Chairperson, Graduate Committee: Greg FrancisThis study investigated how perceptions of record books by 4-H adult and youth members changed before and after treatment, and if their perceived value of club meetings and project workshops, as well as growth in a project area improved after treatment. The subject of this treatment was enrolled Lewis and Clark County 4-H program members in Montana. Surveys were administered prior to record books being actively used in 4-H clubs and project workshops as a tool for goal-setting and reflection. Following volunteer training on how to effectively use record books in the Experiential Learning Cycle, club and project meetings were assessed on how effectively record books were incorporated, and subsequent remediation was made if necessary. If clubs and projects were evaluated to be using record books effectively, adult and youth members were asked to complete a post-treatment Record Book Survey. Pre- and post-treatment results were statistically analyzed and compared to qualitative interview findings, resulting in a significant increase in frequency of record book use, and modest increase of positive perceptions toward record book use and their relation to goal-setting and reflection, especially in youth members.Item The effect of the conceptual change model on misconceptions in 9th grade physics(Montana State University - Bozeman, College of Letters & Science, 2018) Waller, Jessica Jo; Chairperson, Graduate Committee: Greg FrancisOvercoming students' misconceptions is a real problem for science teachers. Much of what we understand about the world comes from personal experience and if that experience led to an incorrect conception, then that incorrect conception can be very hard to overcome. This study aims to help determine if using the Conceptual Change Model can help students overcome misconceptions better than a traditional teaching approach. Two units were compared. One was taught using the conceptual change model and one using the traditional model of teaching. Students were given a pre- and post-test of conceptions for each unit, a pre- and post-survey of attitudes and pre- and post-interviews were conducted. Results indicated a small difference between the improvement of scores for the two unit. The unit taught with the Conceptual Change Model resulted in a slightly larger increase in scores than the unit taught using traditional methods.Item A descriptive study of the partnership between high school students and scientists(Montana State University - Bozeman, College of Letters & Science, 2018) Schwalm, Jeffrey Andrew; Chairperson, Graduate Committee: Walter WoolbaughThis Action Research study investigated the impacts on high school students from participating in a field experience working alongside scientists in a hospital or lab setting. Students applied to participate in either a three-day experience with the pathology department, one-day experience in a frog embryo lab, or a one-day tour of the pathology labs. Primary sources of data were pre and post surveys and interviews that looked at any impacts the experiences may have had. Questions focused on prior lab experiences, motivation for participating, perceived value of lab work, and content understanding. Results showed the overall impacts of the experiences varied based on the design of the experience. Students who participated in the more extensive, three-day partnership were much more positive in their feedback and had a better understanding of the content than the other two experiences. Students primarily applied for the experiences to assist them in finding a career path or because they had an interest in the specific topic. Though feedback varied from student to student, all students responded that they valued the experience and would like to continue participating in authentic field experiences with scientists.Item Learning through science field experiences: an evaluation of the effects of experiential learning in a fourth grade class(Montana State University - Bozeman, College of Letters & Science, 2018) Machin, Jena; Chairperson, Graduate Committee: Walter WoolbaughStudents are not always allowed the opportunity to gain real world science knowledge from field trips. This study analyzed students' performance on science based assessments before and after participating in hands-on science field trips. This study also analyzed how a field trip could affect the students and teachers attitudes toward learning. Students in a fourth grade class participated in three field trips throughout the school year. After each field trip students took a test to assess their learning, participated in student interviews, and recorded thoughts and feelings about the trips. The results of the study indicated positive gains in both students' conceptual knowledge and their attitudes towards learning. Participation in field trips had a positive impact on the studied students' content knowledge and attitudes, as well as a positive impact on the teacher's instruction.Item Determining the effect of using outdoor instruction on increasing students' academic achievement and attitudes towards the environment(Montana State University - Bozeman, College of Letters & Science, 2018) Miller, David P., Jr.; Chairperson, Graduate Committee: Greg FrancisStudents today are less connected to the outdoors and the environment. Students spend less time outdoors than their parents, which has made students less comfortable with being in the outdoors. This purpose of this study was to determine the effectiveness of utilizing outdoor education on student achievement in science, and to increase students' attitudes towards environmental issues and the outdoors. Lessons were taught in an outdoor classroom and students were given pre- and post-test content assessments to measure growth in their learning. Students also filled out pre- and post-treatment surveys and participated in small group interviews to determine changes in their attitudes towards the outdoor learning experience, and towards the environment. Overall, students showed statistically significant growth in their learning from pre- and post-test scores in the unit of instruction that utilized outdoor instruction. Although quantitative results of pre- and post-treatment surveys were not statistically significant, comments from the small-group student interviews conveyed the effectiveness of utilizing outdoor education for learning, and for increasing motivation to learn about, and be in, the outdoors.Item Using storylines to increase student performance in the chemistry classroom(Montana State University - Bozeman, College of Letters & Science, 2018) Curran, Jacquelyn Caryl; Chairperson, Graduate Committee: Greg FrancisThe purpose of this classroom research project was to determine whether using storylines as a means for providing context and coherence within a chemistry unit would have a positive impact on student understanding as indicated by performance on unit assessments. A storyline refers to the sequence of events through which a unit surrounding an anchoring event or phenomena unfolds. Storylines provide structure, ground content, and guide students in making connections between not only important learning objectives, but also within a larger context. During this classroom research project, 38 out of 60 students were exposed to instruction using storylines. While, another 23 students received traditional instruction. Results of pre- and post-assessment scores of the two groups were then compared, along with student self-assessment surveys, interviews, and feedback form responses. Upon analysis of pre- and post-assessment scores, results indicated that for the particular unit of study, the incorporation of an overarching storyline did not have a significant impact on student understanding. However, in looking at student self-assessment surveys, interviews, and feedback form responses, it is clear which types of activities students found to be the most beneficial to their overall learning experience. This valuable information can be utilized in future applications.Item Field research and motivation : experiential learning in the Parker River Estuary(Montana State University - Bozeman, Graduate School, 2016) Levitt, Joseph Patrick; Chairperson, Graduate Committee: Peggy Taylor.This action research project examined the initial effects of an experiential learning intervention on students by instituting a long-term salt marsh research project at a New England private school. The field element of the research project included identification of salt marsh vegetation and measurement of soil salinity along three transects. Two first year high school biology classes were tested for student motivation towards learning biology, achievement in the relevant ecology unit and overall perception of the environment through pre- and post-intervention attitudinal surveys, summative evaluations, short answer essays, and teacher notes. The treatment group (N=9) studied the salt marsh ecology curriculum over a one month period and participated in two field days in the marsh while the non-treatment group (N=15) was exposed to the curriculum in the classroom only. It was discovered that treatment students had increased motivation toward learning biology. Achievement and perspective on environmental preservation remained fairly unchanged regardless of participation in the experiential research intervention. These factors together show that while experiential field work does not have significantly better results than standard ecology curriculum, it certainly was shown to be just as good as traditional classroom practices. When the geographic proximity and local significance of salt marsh preservation was considered, there was a strong argument that outdoor classroom activities in the marsh were worth pursuing. At the very least they were just as worthy as typical classroom based lessons and therefore should be considered as a worthwhile endeavor.