Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item What effect does the claim-evidence-reasoning framework have on teaching and learning in a middle school classroom?(Montana State University - Bozeman, College of Letters & Science, 2020) Reamy, Allyson Tiffany; Chairperson, Graduate Committee: Greg FrancisA technique for evidence-based writing called claim, evidence, reasoning was integrated into a middle school science classroom to help students be able to gain the ability to explain not only what happened, but also why. This study analyzed the use of argumentation and the ability of students to make observations through their 9-week chemistry unit utilizing rubrics, student interviews, Likert surveys, and confidence surveys to gauge student success. The results indicated that students improved the quality of their responses on labs where they were prompted to write a claim, evidence and reasoning.Item The 5E learning cycle vs. traditional teaching methods and how they affect student achievement rate, interest, and engagement in a high school physics classroom(Montana State University - Bozeman, College of Letters & Science, 2020) Ali, Walayat; Chairperson, Graduate Committee: Greg FrancisThe main research question I sought to answer was "the 5E learning cycle vs. Traditional teaching methods" and how they affect student achievement rate, interest, and engagement in a high school physics classroom? Students from two eleventh grade classes participated in the study that covered two physics units. Each class learned one unit through 5E learning cycle and one unit through traditional teaching methods. Pre- and post-content tests, surveys, interviews, attitude scales and engagement tally charts were used as data collection instruments. Data were processed using both quantitative and qualitative analysis strategies. The results suggested that Traditional teaching method was more effective to produce higher achievement rate but 5E learning cycle stimulated curiosity ,equipped students with better lab and critical thinking skills ,enhanced interest and improved engagement level .Item The effects of student choice on achievement in the high school science classroom(Montana State University - Bozeman, College of Letters & Science, 2019) Larsen, Andrew; Chairperson, Graduate Committee: Walter WoolbaughEducation has changed from a one-size-fits-all approach to learning to an approach that caters to the individual student. Teachers regularly employ strategies in their classroom to ensure students are exposed to the content on a variety of platforms. The purpose of this study was to explore how students' achievement in science class was affected when given a choice of classroom activities to complete based off their interests. Secondary questions included how student attitudes towards learning science changed when given choice and how teaching practices changed as a result of implementation of student choice activities. The research was accomplished using a student choice-board, a matrix of activities from which students chose based on personal interests. After completion of a prescribed number of activities, student achievement was measured using pre- and post-test data. Qualitative data were acquired through student interviews, observations, Likert-style surveys, and journaling. The results of the study indicated that there was no appreciable difference in achievement when students learned by choosing their activities and when traditional teaching methods were employed. Student attitudes towards learning science showed either an increase in positive attitude or were neutral. The most definitive result of the study was how teaching style changed.Item The effects of targeted language development on scientific literacy and language proficiency(Montana State University - Bozeman, Graduate School, 2016) Venturi, Sarah Keefer; Chairperson, Graduate Committee: Peggy Taylor.This project was designed to investigate if direct language instruction could impact ELL students' literacy skills and content knowledge acquisition. Students were coached in the Reading for Meaning Strategy, an active reading strategy that incorporates the four language skill areas: reading, writing, speaking and listening. Student assessments and artifacts revealed gains in content knowledge and improvement in writing skills.Item The effects of explicit science vocabulary instruction on vocabulary acquisition on the Flathead Indian Reservation(Montana State University - Bozeman, Graduate School, 2016) Stockton, William M.; Chairperson, Graduate Committee: Peggy Taylor.Explicit vocabulary instruction is a teaching strategy that involves a teacher selecting three to five vocabulary words and focusing instruction around those words. When working with students who are English Language Learners or struggle with vocabulary acquisition, this strategy is thought to be very successful. Students on the Flathead Indian Reservation often struggle with vocabulary acquisition. In addition to this, some Native American students are also labeled English Language Learners; thus, the amount of explicit instruction was increased over several units. Significant gains were observed in each of the three units, but because these gains did not correlate with the increase of instruction, the quantitative data was inconclusive. These gains do indicate that the baseline of 22% instructional time was an adequate amount of instruction to improve scientific vocabulary acquisition.Item Impact of Chukwin-mini unit on students' understanding of natural selection(Montana State University - Bozeman, Graduate School, 2016) Bauer, Sarah Elizabeth; Chairperson, Graduate Committee: Peggy Taylor.Instruction on evolution can be fraught with controversy, which may lead to teachers avoiding it and students struggling to learn it. Yet it is national science standard, a foundation in the field of biology, and a key to science literacy. A constructivist mini-unit incorporating simulation-based games involving a population of imaginary creatures called Chukwins was created to maximize student learning and minimize tension. It was tested in an elementary, junior high, and high school classrooms in three different locations. Changes in understanding were assessed with pretest/posttest data. Surveys and interviews provided additional evidence on students' attitudes towards the mini-unit, its impact on learning and engagement, and understanding of evolution. Students made statistically significant improvements on assessments regarding natural selection, reducing their number of misconceptions and slightly improving their ability to apply correct concepts. Retention scores indicate that the changes, though small, are long-lasting. Little change was found in students' attitudes towards evolution after treatment. The vast majority of students viewed the mini-unit favorably and found it to be a valuable learning opportunity, which was echoed by the classroom teachers. The mini-unit could be a valuable tool for teachers in helping students learn about natural selection and evolution in a way that is fun, motivating, and leads to conceptual change even for students with strong opposition to the theory of evolution.Item The impact of argument driven inquiry on student understanding of concepts being reinforced during science laboratory activities(Montana State University - Bozeman, Graduate School, 2016) Bidwell, Tracey Ann; Chairperson, Graduate Committee: Peggy Taylor.This action based research project focused on Argument Driven Inquiry as a means to improve student learning during science laboratory investigations. The goal of the research was to determine if using argumentation, as part of the laboratory experience, would help students use their data to explain what was happening in the investigation. After students presented an oral argument in class and listened to other arguments, each individual wrote a conclusion to the laboratory investigation. The objective was to use argumentation as a means to help students gain a better understanding of the concepts covered by the laboratory investigation.Item The impact of the health science academy at Big Sky High School affect student achievement and preparedness for college(Montana State University - Bozeman, Graduate School, 2016) Ellenbecker, Robert P.; Chairperson, Graduate Committee: Peggy Taylor.The Health Science Career Academy at Big Sky High School was launched in the fall of 2012 and is currently serving 240 students. At the time of implementation, 50% of Big Sky High School graduates were not pursuing post-secondary education. More than 40% of students at Big Sky High School receive free and reduced lunch benefits meaning they are in an economic situation which commonly leads to low achievement and low post-secondary expectations. A thematic course of study, focused on health science, small learning community and exposure to industry professions and professionals provides a unique educational model designed to engage students, and provide them with the interpersonal support and academic foundation necessary for achieving professional success. Federally mandated standardized test scores, ACT scores, survey responses, grade point average, and free and reduced lunch status, of academy students, were compared to a control group, of non-academy students, in an effort to determine whether the Health Science Academy is improving student achievement and preparedness for college. The Health Science Academy appeared to be serving a population of students with abnormally low risk of academic failure. The impacts on academic achievement was inconclusive but impacts on student attitude appeared to be positive as were impacts on preparedness for college.Item Integrating Native American Mdewakantion Sioux culture with environmental science curriculum(Montana State University - Bozeman, Graduate School, 2014) Herdina, Kyle Lawrence; Chairperson, Graduate Committee: Peggy Taylor.Native American students struggle to form a connection to science education due to a lack of culturally relevant material. While many state teaching standards require educators to attend a cultural awareness course as part of the licensure process, there is a lack of culturally relevant materials available to educators. The need to develop culturally relevant resources that is engaging to Native American students has driven many educators to develop their own material. In this study, educators spent time researching and developing a cultural plant field guide to use within their environmental education and outreach program on the reservation. Participants were given questionnaires, content knowledge self-assessments, and structured interviews in order to determine their knowledge of cultural plants before and after the activity, what resources they relied on when identifying and researching cultural plants, as well as their perspective on developing their own resources. The results from the data collection methods showed that educators had minimal knowledge of cultural plants as well as minimal knowledge on where to locate resources on this subject. Their frustration in finding appropriate resources to utilize was notable and brought awareness as to a void that needed to be filled. While the educators expressed their desire to utilize existing resources to teach with they did note that the process of developing their own material provided them with a better background knowledge and confidence of the material as well as a the likelihood that they would utilize the material they created in the future.Item Effects of the 5E learning cycle on student content comprehension and scientific literacy(Montana State University - Bozeman, Graduate School, 2012) Hagerman, Charlotte L.; Chairperson, Graduate Committee: Peggy Taylor.In this investigation the 5E learning cycle was implemented as the primary teaching method, with the purpose of improving student's content comprehension and scientific literacy skills. The steps of the 5E learning cycle were continuously carried out using a wide variety of assessments. Though content comprehension did not increase dramatically, students did show marked improvement in their scientific literacy and ability to think critically.