Theses and Dissertations at Montana State University (MSU)
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Item Next Generation Science Standards and phenomenon-driven storylining in high school biology(Montana State University - Bozeman, College of Letters & Science, 2023) Morgan, Julia Ann; Chairperson, Graduate Committee: C. John GravesThe purpose of this study was to determine if the use of an NGSS centered, phenomenon-driven storylining curriculum would increase student development of scientific literacy and skills as well as student engagement within the classroom. The treatment group received an NGSS driven, phenomenon-based, student-centered curriculum which was grounded in the Africa storyline. The non-treatment group received a teacher led, direct instruction biology curriculum. The treatment group (n=47), had a mean post test score that was 7.5% higher than the control group (n=26). Teacher observations, student surveys, as well as pre and post test results were analyzed. The data supported higher levels of content knowledge retainment, skill development, and engagement within the treatment group.Item The impact of explicit strategies for teaching systems thinking skills in order to access the crosscutting concepts(Montana State University - Bozeman, College of Letters & Science, 2022) Davis, Rachel Leigh; Chairperson, Graduate Committee: C. John GravesThe issue this project addressed was the implementation of the Crosscutting Concepts (CCCs) of the Next Generation Science Standards (NGSS) in a sixth grade science classroom. The hope was that by addressing the CCC of systems and systems models, students would have a more three-dimensional experience in the classroom, learning to build connections between different concepts and units and enhancing their ability to utilize the Science and Engineering Practices and attain mastery of the unit core ideas. The methodology involved explicit instruction of systems thinking strategies such as defining the components of a system and modeling the interactions between those components. Students with better content knowledge and spatial thinking skills were better at systems thinking both before and after the treatment unit. Treatment was effective for the majority of students to improve a variety of systems thinking skills. Students also gained confidence in their understanding of systems and ability to perform systems thinking skills. As such, this action research project showed that this approach to teaching systems thinking was effective.Item The effects of performance assessments on student success and science perception in a middle school classroom(Montana State University - Bozeman, College of Letters & Science, 2022) Donohue, Adelle Hanson; Chairperson, Graduate Committee: C. John GravesAuthentic assessment strategies are a key component to implementing the Next Generation Science Standards with fidelity. Through the use of performance assessments, this action research project aimed to increase student confidence on authentic assessments, support content knowledge retention, and encourage students to understand science as a process instead of a product. Through the course of two instructional units, students were administered performance assessments in place of traditional tests. Instructional scaffolding was provided throughout the study, starting with a high level of support and instruction on performance assessments and incrementally moving toward independence. Performance assessments were scored with a rubric and students were given three surveys to assess confidence levels and perception of science. Two interview sessions were conducted to further support the research. Traditional multiple-choice tests were administered in tandem with the performance assessments to gauge content knowledge retention. The data suggests that performance assessments played a valuable role in shifting student perception of science from product to process and student confidence in the assessments increased throughout the study. Student feedback indicated that students valued the experience and appreciated the opportunity to be assessed through application of their science knowledge to real-world scenarios.Item The effect of teaching through next generation science storylines on factors that affect student learning(Montana State University - Bozeman, College of Letters & Science, 2022) Lifsitz, Jennifer Rose; Chairperson, Graduate Committee: C. John GravesThe goal of this study was to determine if Next Generation Science Storylines could help to increase student engagement, motivation and attitude toward science. Students learned through two methods of teaching. First, they learned through teaching without Next Generation Science Storylines, and then they learned through Next Generation Science Storylines. Pre- and post-treatment daily exit tickets, surveys, interviews and an engagement rubric were used as data collection instruments for attitude, motivation and engagement. Data were processed using both quantitative and qualitative analysis strategies. The results suggested that overall there was no major positive or negative impacts from storyline teaching, however, attitude, engagement and motivation all increased to some degree.Item The impact of IB internal assessments on science practices and science identity in a high school science class(Montana State University - Bozeman, College of Letters & Science, 2021) Housenga, Michelle Marie; Chairperson, Graduate Committee: Greg Francisprocess of completing the International Baccalaureate (IB) Internal Assessment for an IB science class pushes students to hone their mastery of the science practices. The science practices included in the Next Generation Science Standards provide skills that assist students in understanding the processes of scientific discovery and knowledge. This study examines the impact of completing the IB Internal Assessment on students' mastery of the science practices, their confidence in the science practices and their science identity. The data used in this study was collected from pre-assessments and post-assessments of the science practices, pre-survey and post-survey of student confidence in the science practices, pre-survey and post- survey of student science identity, student feedback, and anecdotal observations made by the teacher. The results of the study indicate that student mastery increases in two of the science practices and student science identity increases in a couple of areas.Item The impact of integrating Next Generation Science Standards and environmental literacy curriculum(Montana State University - Bozeman, College of Letters & Science, 2021) Hill, Joyce Margaret; Chairperson, Graduate Committee: Greg FrancisNext Generation Science Standards provide a framework to develop students' understandings of science ideas, using scientific practices to make sense of natural phenomena. The environment offers a meaningful context to develop these important ideas. However, there are few resources that effectively integrate both the science and environmental standards. This study was part of an ongoing initiative to develop lesson sequences that could be used K-12, created by teacher leaders and informal science educators. The research question focused on the impact of integrating curriculum on students' science understandings and attitudes about nature and environmental stewardship. During Spring 2021 the lessons were taught as part of a pilot. For this study, students participated in a pre and post survey. A sample of student work as well as student interviews were part of the data collected. Results indicated that the lessons supported students' science understandings and affected their attitude towards caring for the environment. Local environments can provide meaningful contexts for important science ideas and bring science alive for students. Increasingly, the environment and human activity will be an important issue to understand better.Item The influence of the science stations approach in a sixth-grade earth and space classroom(Montana State University - Bozeman, College of Letters & Science, 2021) Snouffer, Stephanie Leanne; Chairperson, Graduate Committee: Greg FrancisThe purpose of this study was to determine the influence of the science stations approach in a sixth grade Earth and space classroom. Multiple intelligences, Next Generation Science Standards (NGSS), and student engagement were examined during research. A student sample of 28 sixth graders completed science stations in tangible and digital modes within nine units of the middle school Earth science curriculum. All units were taken into account to gauge science stations' effect on student engagement and multiple intelligences. A performance task map and pre- and post- tests covering the topics of plate tectonics, volcanoes, and the rock cycle were used to examine NGSS achievement. Students also completed a 'Getting to Know You' survey, Science Stations Student Self-Assessment Survey, and a Learning Preferences Interview. The stations utilized in this study were created by Kesler Science. Results showed that every multiple intelligence was represented in at least two stations, except for musical intelligence, covering a diverse group of learners. Nearly all of the science and engineering practices and cross-cutting concepts stated in the NGSS standards were represented in at least one station as well. Findings for student engagement expressed positive responses and higher completion rates for tangible modes. Additionally, students favored stations that involved illustrations and hands-on activities, but found reading and writing tasks undesirable. By the end of data analysis, it was determined that the science stations approach supported and strengthened multiple intelligences, NGSS standards mastery, and student engagement.Item Storylines in middle school(Montana State University - Bozeman, College of Letters & Science, 2021) Burmester, Tori Rae; Chairperson, Graduate Committee: Greg FrancisThe Next Generation Science Standards were presented in a three-dimensional format including science and engineering practice, crosscutting concepts, and disciplinary core ideas. The three-dimensional standards are driven by a real-world phenomenon. With very few resources available, connecting the real-world phenomenon to the three-dimensional standards a disconnect in the units as a whole. Storylines provide a sequence of lessons driven by a students' question about the phenomena. Using a storyline with the Next Generation Science Standards bridge the gap between anchor phenomena and three-dimensional learning. This action research was designed to answer whether or not using storylines can connect phenomena to three-dimensional learning creating an overall deeper understanding of the content. The procedure consisted of two different sections of 6th grade and 7th grade students. Each section alternated between treatment (storyline) units and nontreatment (traditional) units. Pre- post- unit tests and student surveys were given after each unit. The results of this action research were mixed. The pre-post unit tests did not provide strong enough evidence to support the use of storylines to build a deeper understanding. The post-unit student surveys did show marginal differences between students in a treatment versus nontreatment group. Some of the data originally collected was also voided due to the changing of learning models during the COVID-19 pandemic. In conclusion, the data collected did not support or void the use of storylines to connect the phenomenon to three-dimensional learning. Student opinions and attitudes about storylines confirmed the value of this action research within the integrated middle school classroom.Item Teacher confidence and classroom practices: a case study on science identity(Montana State University - Bozeman, College of Letters & Science, 2021) Bowers, Alison Taylor; Chairperson, Graduate Committee: Greg FrancisThis study examined the relationship between students' science identity and their teacher's science teacher identity, as well as the influence of teacher confidence and understanding of Next Generation Science Standards and three-dimensional science teaching and learning on science teacher identity. Teacher and student surveys were used to evaluate correlation, while observations and interviews were used to understand the relationship between teacher confidence and science teacher identity. Results showed that there is little correlation between strong science teacher identity and strong student science identity, but there is a relationship between teachers' understanding of Next Generation science teaching and learning and overall science teacher identity. Teachers who have a solid background in science content knowledge and science pedagogy, especially three-dimensional science teaching based on the framework for the Next Generation Science Standards, tend to better see themselves as science teachers.Item How the amplify science curriculum impacts 4th grade students and the teacher(Montana State University - Bozeman, College of Letters & Science, 2020) Uppendahl, Kathryn Ann; Chairperson, Graduate Committee: Greg FrancisIn this study, 4th graders at Benjamin Franklin Elementary in Kirkland, WA, were taught science using the newly adopted NGSS-aligned curriculum, Amplify. Throughout the Amplify Earth's Features unit, the author tracked student growth in the Science and Engineering Practice: engaging in arguments from evidence, measured student emotional and behavioral engagement, and measured student curiosity. Student pre-assessments and post-assessments, student surveys, short answer questions, teacher reflections, and video observed lessons were used to analyze the effects of the Amplify curriculum on students. While results suggest that insufficient opportunities for practice limited student growth, they also indicate that most students are both emotionally and behaviorally engaged. The study also found that while the Earth's Features unit fostered curiosity in the middle of the unit, students were less curious about the topics at the end of the unit.1