Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Authentic science research in the classroom: does it promote science-related affective growth?(Montana State University - Bozeman, College of Letters & Science, 2020) Shulstad, Andrew Michael; Chairperson, Graduate Committee: Greg FrancisThe purpose of this concurrent mixed methods study was to investigate the effects of middle school science students' participation in authentic science research on their science-related affective characteristics. The affective characteristics considered for this study were those that have been repeatedly shown to be associated with student cognitive growth and academic achievement. These included science identity, science self-efficacy, interest and enjoyment of science, perceived relevance of science, and intrinsic motivation for science learning. Four authentic science treatments involving eight different classes and 166 total participants (120 unique) were administered. Data collection methods included novel Likert scales based on a novel student survey instrument, a naturalistic observation instrument, student interviews, and various formative assessments. Data were collected before, during, and after each treatment with the primary purpose of supporting a before versus after comparative research design. Data analysis strategies included validation and reliability analysis of the student survey instrument and Likert scales and a triangulated complex of inferential comparative quantitative analysis and thematic qualitative analysis. While effect size was small, student affective domain growth was determined to have taken place. Affective characteristics that were shown to be strengthened in a statistically significant way (p<0.05) include science identity, interest and enjoyment of science, and intrinsic motivation for science learning. Though it has some limitations, such as a significant time requirement, authentic science research in the classroom should be considered an effective way to promote student science-related affective growth.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 An analysis of fossil identification guides to improve data reporting in citizen science programs(Montana State University - Bozeman, College of Letters & Science, 2018) Butler, Dava; Chairperson, Graduate Committee: Greg FrancisAn increasing number of organizations use untrained volunteers to gather scientific data. This citizen science movement builds enthusiasm for science by engaging the public, as well as providing a way to gather large amounts of information at little or no expense. The challenge of citizen science is obtaining accurate information from participants. Identifying an image style that increases correct identifications helps not only the citizen science movement but also scientific instruction in general. This study tests three visual guides for identifying late Hemphillian (5-4.5 m.y.a.) fossils from Polk County, Florida. Each guide has identical layout and text, differing only in image style: color photos, grayscale photos, or illustrations. Teams of untrained participants each use one guide to identify fossils. Geology and paleontology professionals also identify fossils for comparison. Comparing results reveals that photographic images, either color or grayscale, produce results most similar to data from professionals.Item Citizen science in a high school science classroom(Montana State University - Bozeman, College of Letters & Science, 2019) McAndrews, Sean David; Chairperson, Graduate Committee: Greg FrancisThis study was conducted to determine the impact of adding citizen science projects into a high school science classroom. The primary question of interest was what impact does the inclusion of citizen science projects have on student achievement? I was also interested in evaluating student attitudes about science before and after taking part in citizen science projects, as well as student perceptions of taking part in 'real science' activities in class. Students participated in a pre-treatment test and survey to measure their knowledge and interest in science. They participated in online citizen science projects for three weeks. At the end of the treatment, students completed a post-test and post-survey to measure changes in knowledge, attitudes, and confidence. Observations of student behavior in class during participation in the project were documented. Finally, randomly-chosen students participated in exit interviews about the project. Student scores on the assessment did show a small increase when compared to pre-treatment values. Measures and observations of student attitudes such as the survey, student journals, and post-treatment interviews did indicate that many students enjoyed participating the project, and that they did perceive that they were assisting with authentic science projects. These results align with previous research studies on the value of incorporating citizen science projects into classrooms. This project allowed me to incorporate new activities and ways of teaching into my science classroom. I was able to test these new activities and methods and evaluate their effectiveness. This will serve as the basis for similar future projects.Item Field science experiences in paleontology: shaping science stewardship in high school learners(Montana State University - Bozeman, College of Letters & Science, 2019) Lepore, Taormina Jean; Chairperson, Graduate Committee: Greg FrancisHow do field science experiences shape a sense of conservation and stewardship in learners? This study analyzed separate groups of female-identifying and male-identifying 9th grade high school students (N=80) on their first field paleontology experience at Rainbow Basin Natural Area, California. Likert-style surveys and written self-reflections indicate relative consistency in pre- and post-treatment responses student-to-student, through when paired with qualitative responses, the power of science stewardship and a personal sense of connection to public lands becomes markedly apparent. Future studies in the realm of science stewardship in field paleontology will help illuminate the impact of field paleontology on science learners.Item Implementing a citizen science project in a 9-12 high school science classroom(Montana State University - Bozeman, College of Letters & Science, 2019) Langager, Paula Marie; Chairperson, Graduate Committee: Walter WoolbaughThis classroom action research (AR) project explored the impacts of project-based learning on high school students critical thinking, decision-making, data collection and data analysis skills through the implementation of a citizen science project. AP® Environmental Science (APES) students co-developed a citizen science project that explored their local schoolyard biodiversity by designing and researching their own scientific investigative question. An evaluation of students changes in science self-efficacy, and attitudes toward science research and specific science tasks was tracked throughout the project. Pre- and post-Likert surveys, open-ended questions, field journals, focus group interviews, and a biological solutions science poster were employed as data collection tools. A mixed methodology (qualitative and quantitative) was used to analyze the data. These results showed that students made reasonable gains in data collection and analysis skills, critical thinking and decision-making abilities. Noticeable improvements were detected in student attitudes toward science and science self-efficacy. A discernable change was observed in the student's overall data and data analysis skills related to a field study.Item Writing a scientific research question for independent investigation in the high school laboratory(Montana State University - Bozeman, Graduate School, 2014) Schaefer, Pamela J.; Chairperson, Graduate Committee: Peggy Taylor.Although many professional science organizations and educational researchers continue to call for student engagement in authentic scientific inquiry, much of what transpires in todays' high school science laboratories resemble the more traditional, step-by-step "cookbook" style investigation. In my experience I have found that even advanced science students find it difficult to generate a research question of personal interest, scientific significance and empirical feasibility. The focus of this project was on teaching and guiding a small group of 10 high school seniors in writing testable scientific questions, ultimately for their own independent research. In addition, I examined ways to improve student understanding of the nature of science (NOS) and assessed how student confidence levels in undertaking scientific research and in writing scientific questions may be impacted. Using a series of teaching modules, group discussion, online data sets and rubric-scored tasks, students practiced and refined the skills needed to become proficient in formulating quality scientific questions. A variety of data collection methods were used in order to gauge student progress and success. These included quizzes, surveys, student interviews and scored assessment tasks. An analysis of the data indicates consequential improvement in the quality of written scientific questions, improved comprehension of nature of science concepts and an overall rise in student confidence.Item Impact of authentic astronomical research on astronomy club students(Montana State University - Bozeman, Graduate School, 2014) Powers, Lynn Louise; Chairperson, Graduate Committee: Peggy Taylor.The Bozeman High School Astronomy Club was used to look at the impacts of conducting authentic astronomical research through participation in several research projects. Students were given opportunities to learn real world science and develop new skills. Students worked with scientists and principal investigators from different NASA missions through different Citizen Science research projects using varied methods. The results indicated that student interest and participation in the astronomy club greatly increased. The students exhibited positive changes in attitudes and motivation towards how science is done both within and outside of the classroom. They also showed an improvements in skills used during the program.