Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Socratic seminars in a middle school science classroom(Montana State University - Bozeman, College of Letters & Science, 2022) Davidson, Elizabeth Dorene; Chairperson, Graduate Committee: C. John GravesThe purpose of this action research was to examine the effects of incorporating Socratic Seminars in a middle school science classroom. Often in middle school science classrooms, whole class discussion turns into a question-and-answer session with the teacher, whereas the goal is for the discussion to be student-centered. Over the course of seven months, four Socratic Seminars were completed in two different 7th grade class settings, general and honors science. Students completed a pre-treatment and post-treatment survey using a Likert scale with open response explanations. During each seminar, students kept a note sheet and tracked the actions of their partner in the discussion, while the teacher recorded student participation and rated each seminar in terms of level of discussion and participation. In addition, other secondary teachers in the district that utilized Socratic Seminars were interviewed to compare experience and refine facilitating techniques. Majority of students in each treatment group agreed that Socratic Seminars were a valuable use of class time in science. Participation in the honors class was consistently high (above 70%), while participation in the general class grew from below 50% to 73% in the final seminar. Honors classes were more adaptable and reached greater participation level and depth of discussion. However, with proper scaffolding and practice, general classes were able to improve their participation rate. These seminars put a rigorous demand on students to contribute to class discussion. Overall, Socratic Seminars allow an opportunity for the teacher to conduct whole class conversations that are student driven.Item From turning away to listening in: instruction to facilitate civic dialogue through regional literature(Montana State University - Bozeman, College of Letters & Science, 2022) Hall, Nicole JoAnna; Chairperson, Graduate Committee: Allison Wynhoff OlsenThe purpose of this paper is to discuss how trauma-reducing student-centered instruction (TR-SCI) offers a solution to the cycle of traumatizing and retraumatizing student experiences within classroom environments. TR-SCI is a way to center the student experience and focuses on reducing trauma inducing practices in the classroom. I discuss what the classroom experience might entail then I explore why TR-SCI might allow for environments of trust and reciprocity which is needed to create civic dialogue. Civic dialogue consists of conversations built upon reciprocity and respect, while listening across conflict toward understanding differences. Civic dialogue provides opportunity for students to step outside echo chambers and has the potential to widen students' view of the experiences of others. Critically exploring regionally relevant literature is a way to begin civic dialogue and has potential for students to find connections and disconnections that are situated within the context of their regional experiences. I interject my own experiences as a mother, educator, student, community member, and researcher to explore why I think we need trauma-reducing classrooms that engage in civic dialogue by exemplifying, through writing and discussion, an attempt to connect personal and regional experience with author Ivan Doig's text and archives. I have written a series of letters to Ivan called 'Dear Ivan' that exemplify my work to build connection with the author and archives. My hope is that discussions on TR-SCI, civic dialogue through regional literature, and my explorations with connecting to Ivan help to facilitate further conversations in these fields. I see the connections with these concepts and methods as potential for teacher education workshops and further qualitative research studies in classroom environments. It is not my purpose here to propose a solution but simply to begin dialogue toward relatable ways to build equity and inclusion within the classroom.Item The analysis of teaching an online student-centered classroom with mastery learning to high school biology students(Montana State University - Bozeman, College of Letters & Science, 2021) Knowlton, Rodney Albert, II; Chairperson, Graduate Committee: Greg FrancisEducation is developing a continually evolving practice with the implementation of new styles of teaching and uses of technology becoming more and more prevalent. Mastery learning allows for the ability of students to work at their own pace with more frequent feedback compared to a traditional learning environment. The classroom under study will be implementing a mastery learning technique while also having students be completely online. This study investigated the perceptions of students within an online mastery learning classroom. The study also investigated the effect on students' performance through a standardized assessment and observation of grades. Students and parent perception data were collected through survey and interviews. The results indicated that students disliked online learning and wished to return to in-person environments. Mastery learning methods seem to impact perceptions and engagement of students in a positive way. Student performance appeared similar throughout this method of teaching, but more research would be beneficial to implement into the future.Item The effect of garden-based learning on learning plant science and environment attitude(Montana State University - Bozeman, College of Letters & Science, 2021) Cheung, Ka Yan Christine; Chairperson, Graduate Committee: Greg FrancisLow interest in plants has negatively affected student performance and hindered motivation in learning plant science. The introduction of garden-based learning (GBL) to the curriculum was intended to improve the academic achievement and attitude in learning plant science through practical experience and a student-centered learning atmosphere. Environmental education is seldom infused into the curriculum in Hong Kong. This action research (AR) project attempted to use GBL to understand its effect on the environmental attitudes of high school students. Control and treatment groups were recruited to study the effect of GBL. The control group learned plant science using traditional direct teaching while the treatment group studied plant science using a gardening program. Pre- and post-assessment, surveys, interviews, journals, and field notes were used to collect data. Quantitative and qualitative data were processed using the triangulation mixed-method. From the statistical results, the academic performance of the treatment group was less satisfactory than that of the control group. It was potentially hindered by the lack of a conventional in-person learning environment in the treatment group, however qualitative data showed that GBL enhanced plant literacy and promoted higher-ordered thinking by strengthening student memory and increasing their motivation. GBL also catered to different learning styles and was especially helpful for lower achievers. No significant statistical difference was observed between the attitude in learning plant science of both groups. Yet, the gardening experience was identified as the most engaging component. It engaged students in the treatment group in learning plant science as students gained achievement, interest, and a sense of responsibility during gardening. Significant increment was recognized in the attitude towards the environment of the treatment group in both quantitative and qualitative data, while the control group did not experience any changes. Students in the treatment group were also more willing to take action in environmental protection. The gardening experience was again the critical contributing factor. The hands-on and real-life experience created a deeper feeling and stronger connection with the environment. To sum up, using GBL in teaching plant science enhances the students' plant literacy and engagement in learning. It is proved to be an effective tool for positive impact on cultivating the student's attitude towards the environment.Item The effect of project-based learning on student engagement and attitude in the science classroom(Montana State University - Bozeman, College of Letters & Science, 2018) Calore, Daniel Carr; Chairperson, Graduate Committee: Kate SolbergPart of a science education is developing an understanding of ways to increase student engagement in the science classroom. The twenty-first century science classroom involves student engagement in Project-Based Learning, in which students investigate natural phenomena through practices utilized by scientists and engineers. This study investigated how a Project-Based Learning curriculum impacts student engagement and attitude in the science classroom. The study also investigated the effect on students' attitudes towards learning, the role that student choice and projects makes in the students' perspective of their learning. The results indicated that students found the Project-Based Learning classes to be engaging and created a positive attitude amongst the students. This action research showed the importance of implementing a Project-Based Learning curriculum in science classes.Item Evaluating the effects of a modified Thayer method approach on assessment scores in high school chemistry classes(Montana State University - Bozeman, Graduate School, 2013) Rhodes, Stacey L.; Chairperson, Graduate Committee: Peggy Taylor.Traditionally, students are taught using a teacher centered model. Teachers lecture the class and disperse information to all students at one time. The Thayer Method is an alternative learning model that has been used for over a century at West Point. A modified version of the Thayer Method was implemented in three Chemistry I Honors classes at Meade County High School. Students were given all notes and assignments prior to the beginning of the unit and were expected to prepare and practice the work prior to attending class. Assessment scores were compared between the three treatment classes and two non-treatment classes. In the treatment classes scores were at least nine percentage points lower on all assessments. However, student engagement increased during the implementation of this unit. The implementation of a longer study would be expected to yield more comprehensive results and I would expect, after an initial adjustment period, that assessment scores would increase.Item What impact do student-led demonstrations versus teacher-led demonstrations have on the retention rate of AP biology students?(Montana State University - Bozeman, Graduate School, 2011) Conner, Sarah Marie; Chairperson, Graduate Committee: Peggy Taylor.In this investigation strategies were implemented with the purpose of improving student engagement and learning in the biology classroom. I investigated whether or not a student-led demonstration versus a teacher-led demonstration had an impact on the retention rate of AP biology students. A progressive Bloom's Taxonomy technique was used in accordance with a student-led demonstration. I believe that because of the student-led demonstrations and a progressive Bloom's Taxonomy technique, students reached a higher level of Bloom's Taxonomy, became self-sustained critical thinkers, and in turn supported their own higher level thinking. This led to an understanding of a topic and long term memory recognition. The participating student had a positive affect on him/herself, the teacher and also my colleagues.Item The effect of science notebooks on student achievement(Montana State University - Bozeman, Graduate School, 2011) DeLuca, Joseph John; Chairperson, Graduate Committee: Peggy Taylor.Based on the data, I conclude that the implementation of science notebooks improved my students' achievement on summative assessments and their ability to do valid science. However, my students' interest in science did not increase and may have actually decreased. Finally, my level of organization did not necessarily get better, but I did become better at identifying what I wanted my students to do, what successful completion of that task would look like, and how I would evaluate it.