Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Effect of professional development on teachers' understanding of interdisciplinary earth science concepts(Montana State University - Bozeman, College of Letters & Science, 2023) Huffman, Sue Ellen; Chairperson, Graduate Committee: C. John GravesThe Critical Zone describes the interactions that support life on Earth among the biosphere, geosphere, hydrosphere, and atmosphere. To truly understand the complex processes, scientists must look outside their immediate focus: geologists, biologists, hydrologists, and physicists collaborate to see how their research fits together. Teachers can do the same and use critical zone concepts to bridge across subjects and from the classroom to the real world. Unfortunately, K12 teachers may not have the requisite knowledge or research experience to feel confident in incorporating critical zone topics into their classes, and professional development services provided by scientists may not properly meet those needs. A three-day professional development program, the result of a collaboration between a research group, Critical Zone Network Drylands Hub, and a non-profit science center, Insights Science Discovery, was developed to support teachers with including place-based, cross-curricular instruction. This mixed-methods study aimed to measure the impact on teachers' knowledge of the related concepts and their confidence in teaching it. Teachers were assessed, surveyed, and asked to draw an image or mental representation of the critical zone model and identify related academic disciplines. Both teachers and contributing scientists were surveyed to learn how their motivations for participating in professional development compared to one another. Mental models increased in their complexity and accuracy of CZ components. This result, combined with a modest improvement in their performance on assessments and a substantial increase in confidence towards including CZ concepts in their curriculum, could indicate that the PD successfully impacted teachers and actions in the classroom. Surveys also revealed that teachers and researchers share many of the same motivations for participating in PD. Ultimately, both groups shared that contributing scientists could be better informed about the teachers' context and needs, making PD content more relevant and applicable to better support student motivation and learning.Item Study on the nature and perceptions of single-gender education(Montana State University - Bozeman, College of Letters & Science, 2021) Weed, McKenzie; Chairperson, Graduate Committee: Greg FrancisThe validity of single-gender education is a debated topic within the field of education. Research on best practices is limited. As part of their 'Strategic Vision,' Regis Jesuit High School in Aurora, Colorado expressed a goal to become a leader in single-gender education. This study seeks to uncover the nature and perceptions of single-gender education at the school as an initial step towards achieving this goal. Surveys and interview were conducted to expose students' and teachers' attitudes and perceptions towards single-gender education. The results indicated primarily positive perceptions and attitudes towards single-gender education from both students and teachers, although there as much variation in the survey data. Girls seemed to have a more positive perception of single-gender education than boys. This action research study showed there is room for improvement in areas of course offerings, school culture, student peer interactions, and teacher professional development related to single-gender education.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 The effects of using a curriculum program with embedded literacy on middle school students' science performance and confidence(Montana State University - Bozeman, College of Letters & Science, 2020) Hunt, Erin Ransford; Chairperson, Graduate Committee: Greg FrancisIncorporating disciplinary literacy into content area instruction has been a focus of the district for several years. General strategies such as annotating text and note-taking were implemented with little success. The purchase of a new science curriculum program, Amplify Science, with embedded literacy strategies gave teachers the opportunity to teach students science content through embedded literacy strategies that utilize reading, writing, and communicating in science. The effectiveness of this program was measured by comparing students' pre- and post-unit assessment scores, ability to write science arguments using Amplify and non-Amplify prompts, reading comprehension, ability to annotate text, self-assessment of their reading abilities, and a survey of students' confidence in science. Students and the collaborating teacher were also interviewed to discuss specific areas of growth. Results indicate that Amplify Science has made a very significant, positive impact on this group of 6th grade students' performance and confidence in science, as well as their ability to read and write in science.Item Assessing the science faculty perspective about the need and use for curriculum mapping of an anatomy and physiology course at a community college(Montana State University - Bozeman, College of Letters & Science, 2018) Rahschulte, Scott Michael; Chairperson, Graduate Committee: Walter WoolbaughThe purpose of this research was to assess science faculty about the need for and use of curriculum mapping for anatomy and physiology courses at a community college. Questions to be answered included: How did faculty use the current learning objective for this lesson? How beneficial and appropriate was the current learning objective to faculty? How would a curriculum map be received and used by faculty? How would faculty feel about pairing up their lesson with nationwide standards? What were the differences between the interpretation and understanding of this learning objective between full-time and adjunct faculty? What content did faculty members currently cover in their anatomy and physiology course? How well did the material that instructor's teach match up with the Human Anatomy and Physiology Society Standards? After reviewing faculty course material, what amount of horizontal consistency was there between the faculty of this course?Item Scientific literacy : teacher conceptual framework in relation to student achievement and attitudes(Montana State University - Bozeman, Graduate School, 2016) Pavlovich, Christina Lynn; Chairperson, Graduate Committee: Peggy Taylor.This study engaged teachers in professional development regarding science pedagogy to see if design and implementation of scientific literacy units increased student performance and classroom instruction. These professional development activities focused on scientific and engineering practices as defined by the National Research Council, scientific literacy skills and practices, and unit development. Teachers in this study taught explicit skills and practices during the fall semester and planned a scientific literacy unit that they implemented in their classrooms in the spring semester. The project measured conceptual change and attitudes in teachers in comparison to student achievement and attitudes about science. The study found that teacher conceptual change and attitudes affected student attitudes and achievement.Item An investigation of the preparation of science teachers to incorporate engineering design principles into their science curricula(Montana State University - Bozeman, Graduate School, 2016) Mansour, Deborah H.; Chairperson, Graduate Committee: Peggy Taylor.Incorporating engineering design principles into science curricula is part of the Next Generation Science Standards (NGSS) with an intended purpose of moving science education forward to the 21st century. This study examined teacher preparation, attitudes, and level of knowledge about the engineering design process and how it can be incorporated into their science curricula. Teachers were surveyed for their perceptions of and experiences with engineering concepts. In general, science teachers need more professional development in order to meet the goal of properly incorporating engineering design into their science class(es) regardless of whether they live in a state that has adopted NGSS or not. Professional development that makes a difference is focused and on-going embedding engineering experiences with content very much in the same way that teachers are expected to teach their students. Professional, on-going and expert support proved to be a key element to the science teacher's development as an effective educator.Item The effects of cooperative learning structures on traditional instruction in a middle school science classroom(Montana State University - Bozeman, Graduate School, 2016) Altiere, Anthony Eugene; Chairperson, Graduate Committee: Peggy Taylor.Three middle school earth science classes, with 87 students, were the focus study on the effect of incorporating cooperative learning structures within traditional teacher-centered instruction. Of particular interest were the effects of cooperative learning structures on student engagement, attitudes towards Science 8 class, and understanding of middle school earth science concepts. In addition, teacher pedagogy and attitude towards teaching middle school earth science were monitored. Two non-treatment units utilizing traditional 'lecture-lab' teacher-centered instruction were compared to two treatment units which incorporated three cooperative learning structures: Think-Pair-Share, Gallery Walk, and Jigsaw. Results indicated a slight improvement in student engagement, though a more dramatic increase in peer interactions. In addition, student's and teacher's attitude toward Science 8 increased. Results did not indicate improvement in students understanding of middle school earth science concepts. However, cooperative learning structures were found to be an effective and meaningful way to provide opportunities for students to develop positive peer relationships. These relationships ultimately led to a student-centered classroom.Item Is motivation and engagement increased for teachers as students conduct project-based science inquiry?(Montana State University - Bozeman, Graduate School, 2015) Mowchan, Stacey; Chairperson, Graduate Committee: Peggy Taylor.This study investigated the outcome of graduate students as they progressed through self-selected inquiry projects. Data was collected on prior knowledge and understanding of inquiry as well as comfort levels in choosing their own topics. The results showed that student motivation and engagement increased as project autonomy increased. Findings also revealed that metacognition increased when students were allowed greater control over project outcomes leading to conceptual changes in understanding.Item How are Montana's science teachers using the Taylor Planetarium as a teaching tool?(Montana State University - Bozeman, Graduate School, 2014) Jongeward, Alecia E.; Chairperson, Graduate Committee: Peggy Taylor.This project evaluated how teachers bringing groups to the Museum of the Rockies used the Taylor Planetarium as a learning tool. Teachers who visited the Museum between October 2013 and March of 2014 were asked to participate by answering questions via online surveys and phone interviews. Each teacher was asked to do this before and after their visit to the Taylor Planetarium to measure how their preparation before the visit impacted their students and themselves. After their visit, each participating teacher completed a survey to gather data on the purpose of school group visits, perceptions of student engagement, and instructional techniques used during their visit. Additionally, I contacted planetarium directors from the Pacific Northwest to gather data on their practices and ideas. This project generated evidence that there is a considerable need to increase the communication level between Montana's teachers and the Museum of the Rockies to enhance the learning experience of the students they bring in to see a planetarium show.