Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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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 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 Evaluating assessment tools for learning in a high school AP physics classroom(Montana State University - Bozeman, College of Letters & Science, 2022) Cohen, Annelisa Marie; Chairperson, Graduate Committee: C. John GravesThis research studies if the effect of two different assessment strategies, (1) Documented Problem Solutions and (2) Performance-Based Assessment, on physics exams. This study takes place in a High School AP Physics course that utilizes AP Classroom by College Board online as the source of the examination utilized to measure student outcomes.Item 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 FrancisThe 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.Item The neurology of learning in a secondary science classroom(Montana State University - Bozeman, College of Letters & Science, 2021) Campbell, Carlan Lynn; Chairperson, Graduate Committee: Greg FrancisBy actively teaching students about the neurology behind their learning students will integrate positive learning practices into their education and everyday lives. The questions associated with the focus statement were: Can teaching about the neurology behind learning increase tenacity in the classroom? Does implementing a lesson about how the human brain learns impact students' scores, demeanor, and work ethic? Teaching students about neurology resulted in students who are more likely to implement positive learning practices including, tenacity, increased test scores through study skills, and fewer behavioral redirects. Pre- and post- content tests, a Likert style survey, an unsolvable problem set, an interview, and a categorized behavioral journal were used as data collection instruments. Data were processed and analyze using both qualitative and quantitative methods. The results suggested teaching students about neurology has a positive impact in the classroom. After learning about neurology, students were more likely to spend a longer period of time working on a puzzle that does not have a solution than the same students before learning about neurology. Students who learned about neurology improved more on their pre- post- test when compared to the same students before learning about neurology. When students were asked, if they felt that learning about neurology was valuable, the majority of them said 'yes'. One student said, 'I will stick with problems now more than ever. If I don't understand something, I know that if I keep trying eventually, I will build that connection.' Ultimately it is evident that students who were taught about neurology in the classroom are more likely to implement and consistently use positive learning practices, display appropriate behaviors, and increased the likelihood that a student would stick with a problem for a longer period of time if they were directly taught about the processes of their brain while learning.Item Phenomena in high school chemistry(Montana State University - Bozeman, College of Letters & Science, 2020) Quackenbush, Thomas; Chairperson, Graduate Committee: Greg FrancisThis study aimed to determine the effect on student engagement and content mastery of using phenomena as a precursor to lab instruction. The study was conducted with 14 students in an 11th and 12th grade AP Chemistry class at St. Monica Academy. The treatment lab was preceded by a phenomenon activity and was compared to labs not preceded by phenomenon activities. Data collected from pre- and post-lab content tests, student interviews and surveys, and teacher observations suggested that using phenomena before labs significantly improved content mastery in some cases, but not all.Item Phenomenon-driven inquiry and science teacher professional development(Montana State University - Bozeman, College of Letters & Science, 2020) Mindelzun, Ariana Rachael; Chairperson, Graduate Committee: Greg FrancisThe purpose of this Capstone Project was to understand how phenomenon-based inquiry affects teachers' practices. The study investigated if the use of phenomenon-based inquiry positively or negatively affected teachers' practices. It also asked how teachers feel about using phenomenon-based inquiry. The research followed three groups of online courses that consisted of educators learning more about the phenomenon-driven inquiry approach. The first study group consisted of students in a voluntary outreach course with Montana State University. The second and third study groups included graduate-level students in the MSSE course 501. The research compared the teachers' perceptions and experiences with phenomenon-driven inquiry and examined the effects this educational model had on their teaching and their students. The results indicated that teachers found the phenomenon-driven inquiry model helpful and effective in increasing student engagement.Item Case-based learning in International Baccalaureate® biology(Montana State University - Bozeman, College of Letters & Science, 2020) Davidson, Crystal; Chairperson, Graduate Committee: Greg FrancisThis classroom research study investigated the effect of case-based learning on student's problem-solving skills in a senior International Baccalaureate® biology class. Students participated in two nontreatment (evolution and the immune system) and two treatment units (the respiratory and circulatory systems). Prior to the start of the investigation, students completed a Problem-Solving Self-Perceptions Survey. This survey was completed at the end of the investigation as well. At the start of each unit, students completed a problem-solving assessment with questions related to the content of the unit. Students completed another problem-solving assessment at the end of the unit as part of the end of unit exam. Students were also interviewed about their problem-solving experience and approach before and after the study. Data collected from the Problem-Solving Self-Perceptions Survey were analyzed using the Wilcoxon Signed Rank Test. Student performance on the pre- and post-unit problem-solving assessments were evaluated using normalized gains. Both analysis tools failed to show a statistically significant difference between the treatment and nontreatment. These results suggest that using case-based learning in the classroom does not significantly improve student's problem-solving skills. However, student's expressed greater interest in studying real-life problems and students were observed to be more engaged in the learning activities and the small group collaboration.Item The effects of a teacher prescribed problem-solving pathway on novice problem-solvers in a chemistry classroom(Montana State University - Bozeman, College of Letters & Science, 2020) Houseman, Randal C.; Chairperson, Graduate Committee: Greg FrancisMany high school chemistry students struggle developing the skill of problem solving. When faced with novel problems they often do not even know where to begin. This leads them to leave problems blank or partially completed and prevents them from spending the necessary time and effort wrestling with the problem. This study investigated a teacher prescribed problem solving pathway and its effect on the strategies that students used to solve problems. It also looked at the impact on the students' attitudes and confidence with problem solving. Documented Problem Solutions, confidence surveys, and a survey of strategies called I Do Not Understand Survey were used in conjunction with student work and reflections to determine if the treatment had any effect on the students' approach to problem solving. The results indicate that students incorporated most of the strategies used in the prescribed pathway and continued to use these strategies one-month post-treatment. Unfortunately, the study did not translate to improved attitudes and confidence toward problem solving. The students' reflections shed light on the number of students who feel some level of stress when confronted with a challenging problem.Item A study on the effects of a phenomenon on achievement and student science attitudes(Montana State University - Bozeman, College of Letters & Science, 2019) Washburn, Megan M.; Chairperson, Graduate Committee: Greg FrancisThere has been a large push in science education to incorporate the use of scientific phenomena into the unit and lesson plans. How the use of these phenomena impact student learning and science attitudes has not been studied as closely. This study measured how using a phenomenon while teaching science impacted student learning. In addition, how students' attitudes about science changed. This study also measured the impact on minority students was also measured both compared to the nontreatment group and compared to the treatment group as a whole. Students were alternated between phenomenon-based instruction and traditional instruction. This study used 3 Dimensional Assessments including claim evidence and reasonings and open-ended questions to measure student learning. Science attitudes were studied using Barry Fisher's Test of Science Related Attitudes and student interviews. The results showed a small increase in student achievement for all students during the treatment phase with a more pronounced increase for minority students. Science attitudes regarding interest and enjoyment of science and leisure and career interest in science saw increasing among the treatment group.
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