Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Diverse approaches in agriculture and education enhance problem-solving capacity(Montana State University - Bozeman, The Graduate School, 2022) Watt, Charles Robert; Co-chairs, Graduate Committee: Carrie B. Myers and Mac Burgess; This is a manuscript style paper that includes co-authored chapters.As humanity faces challenges to feeding itself amidst increasing rates of environmental degradation and disconnection from our food growing ways, we have a responsibility to not only work towards transforming our agricultural systems to be more sustainable, but to prepare the future generation of leaders with the skills, knowledge, and problem-solving approaches that are necessary to handle these challenges. This interdisciplinary dissertation utilizes mixed methods including quantitative and qualitative methodologies to examine problems that range from management of small-scale vegetable systems to pedagogical and systemic approaches in our post-secondary educational systems. An overarching theme emerges that calls on diversifying the way we manage soils and classrooms alike. Chapter One discusses philosophical assumptions and interpretive frameworks that underlie our institutional inquiry apparatus. It also discusses my positionality as a researcher working in this problem space. Chapter Two outlines the foundation of literature that supports the three primary research chapters. Chapter Three reports on research on soil fertility in organic high tunnel vegetable production and concludes that utilizing organic amendments that provide rapid short term Nitrogen release are important to crop yield. Chapter four investigates the effect of an active learning intervention on the capacity for upper-level cropping systems students to quantitatively reason and critically think about complex soil health concepts situated in real-world contexts. The evidence in support of active learning to compliment didactic instruction is clear. Chapter Five explores undergraduate student perceptions of sustainability using a grounded theory study approach. The emergent conceptual model describes one's background knowledge, life and educational experiences, point of view, and existing interest as the primary factors affecting how they evaluate sustainability in any given context. These findings support the use of campus farms for deep learning. Chapter Six includes personal reflection and ties together themes that identify the importance of using diverse approaches in our agricultural management, pedagogical and curricular development, and systemic models of knowledge construction in order to advance society towards a more sustainable future on this planet.Item Investigating newer statistics instructors' breakthroughs with and motivations for using active learning: a longitudinal case-study and a multi-phase approach towards nstrument development(Montana State University - Bozeman, College of Letters & Science, 2022) Meyer, Elijah Sterling; Co-Chairs, Graduate Committee: Stacey Hancock and Jennifer Green; This is a manuscript style paper that includes co-authored chapters.National recommendations call for a shift from using lecture-based approaches to using approaches that engage students in the learning process, primarily through active learning techniques. Despite these recommendations, the adoption of active learning techniques for newer statistics instructors remains limited. The goal of this research is to provide a more holistic understanding about statistics instruction, specifically as it relates to recommended active learning techniques and newer statistics instructors, including graduate student instructors (GSIs). In this research, I present two studies. In the first study, we investigated GSIs' breakthroughs in their knowledge about, emotions towards, and use of active learning over time by using a longitudinal collective case-study approach. Survey, interview, and observation data across four semesters revealed that the GSIs' breakthroughs in their use of active learning only occurred after their increased knowledge about active learning aligned with their emotions towards it. This study further revealed that the GSIs needed to feel confident in and be challenged by their course structure before implementing active learning techniques. The second study builds upon these findings by exploring statistics instructors' motivations or reasons for using active learning. Under the self-determination theory framework, we conducted a multi-phase study to develop an instrument that measures four different types of motivational constructs for using group work, a specific active learning approach. We constructed items using expert opinion and cognitive interviews, and then we conducted two pilot studies with newer statistics instructors. The resulting reliability and validity evidence suggest that this instrument may help support future studies' investigations of motivation, helping us to better understand newer statistics instructors' use of active learning. Together, these studies may help inform future recommendations on how to support newer statistics instructors' early adoption of such technique.Item The impacts of Global Information Systems (GIS) learning activities on high school students' attitudes and behaviors(Montana State University - Bozeman, College of Letters & Science, 2021) Calvi, Gabriel; Chairperson, Graduate Committee: Greg FrancisDo students view using computer based mapping software or Global Information Systems (GIS) as hands-on, real-world learning activities? This study investigated student attitudes and behaviors around using GIS in a high school earth science curriculum. A single treatment compared three types of assignments during one unit of study. Students engaged in a traditional hands-on lab, a computer based assignment, and an assignment that used GIS. Students engagement for each assignment was measured using an observation rubric, completion rates were monitored, and student attitudes were tested using a student survey and student interviews. Students demonstrated a preference for hands-on labs, and GIS assignments were viewed as more hands-on when compared to other computer-based assignments. Students perceived GIS assignments as more relevant than other assignments. GIS assignments can be used to increase relevance in an earth science curriculum and to make computer-based curriculum feel more hands-on.Item The 5E instructional method in high school(Montana State University - Bozeman, College of Letters & Science, 2020) Wieloch, Natalie Frances; Chairperson, Graduate Committee: Greg FrancisThis research addressed the question of whether the 5E Instructional Method improves test scores in the science classroom. Students were given a pretest and a posttest for both a nontreatment and treatment unit. The results of those tests were compared. This research did not show a significant difference in tests scores between nontreatment and treatment units. The 5E Instructional Method was a beneficial teaching method because it increased student attitude and engagement, even though it was not found to increase test scores in this situation.Item 5E instruction in a biology classroom(Montana State University - Bozeman, College of Letters & Science, 2020) Ingwaldson, Holly Marie; Chairperson, Graduate Committee: Greg FrancisThe purpose of the study was to determine if students learn scientific concepts better from 5E instruction versus traditional science instruction. Two groups of students were taught genetics concepts in accordance with state standards. The non-treatment group received traditional science instruction while the treatment group received a small amount of traditional instruction followed by 5E instruction. Scores from the end of unit test were compared to see if there was a difference between mean and median values. Statistical testing indicated that students learned scientific concepts better when learning through 5E instruction. Students in the treatment group performed better on the test than students in the non-treatment group.Item Implementing active learning in high school physical science(Montana State University - Bozeman, College of Letters & Science, 2020) Peters, Kurt; Chairperson, Graduate Committee: Greg FrancisActive learning marries well with the contemporary NGSS and it is an exciting time to be a science teacher. However, implementing active learning is a difficult task, so much so that, during a recent school year, I found myself almost exclusively teaching through direct instruction. Notably and, perhaps consequently, my students' median national percentile on the Georgia Milestones Physical Science End of Course assessment dropped 34 points compared to the previous year's students. Direct instruction is a common name for passive learning, which involves students seated and subjected to a one-way delivery of information, usually from someone that has a much different 2 experience, perspective, and way of communicating. This method sharply contrast active learning and my desired mode of instruction. In this paper, I further describe active learning and relevant literature regarding the concept, the methods used to answer the research questions, and evaluate my instructional method based upon the body of collected data. Lastly, I discuss potential factors that influence the effectiveness of implementing active learning and the impact is has on my teaching.Item The impact of process oriented guided inquiry learning on student understanding in ninth grade physical science(Montana State University - Bozeman, College of Letters & Science, 2019) LaFond-Hudson, Zachary Michael; Chairperson, Graduate Committee: Greg FrancisIn this study the role of Process Oriented Guided Inquiry Learning (POGIL) on student understanding of chemistry topics was explored. In addition, the role of engagement and active participation in those activities was monitored. Student understanding was evaluated through pre and post unit quizzes for both control and intervention topics of study and through responses to a post unit survey and student interviews. It was found that POGIL activities contribute to a greater proportion of students achieving high growth in understanding. Students who described themselves as active participants in POGIL activities were significantly more likely to show high levels of understanding and confidence in their ability to answer questions related to the topic covered in the POGIL activity.Item Deeper connections through interactivity in the virtual space(Montana State University - Bozeman, College of Arts & Architecture, 2019) Wilk, Elizabeth Clare; Chairperson, Graduate Committee: Theo Lipfert360 and virtual reality films are still developing an editing grammar. This editing grammar is dependent on how soon the consumers adopt immersive media, further proving 360/VR is a new genre of film. This new editing grammar will result in the gamification of 360/VR films. By converting consumers from passive viewers to active users, people will develop deeper understandings of the narrative subjects. This interactivity within a virtual space will additionally influence the framework of thought and how people imagine scenarios. 'A Road Through the Wild' is a concept piece and educational 360/VR experience using interaction to direct viewers to actively participate with the experience. Hotspots are present in each location to guide users through the virtual space while allowing them to make choices to learn more about the area surrounding the Beartooth Highway. This piece shows there is more that can be done with 360/VR content to invite users to actively participate with the experience rather than passively watch. Furthermore, it shows how interactivity can be used as an editing technique within 360/VR by allowing users to decide when to cut a shot, what shot is next, where they look and when the film ends. The user becomes the editor.Item An exploration of student response to an active learning environment in an upper-level quantum physics course(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Tallman, Brett Pierson; Chairperson, Graduate Committee: Nick LuxThe passive-lecture model pervades the post-secondary STEM environment, though little evidence supports it. While more interactive models are not uncommon, especially for smaller classes, they often only marginally address deep concerns about the passive-lecture model, such as personal experience, group interactions, etc. While active learning approaches are being used more, little is known about how advanced students respond in STEM to long-term interventions. This case study qualitatively explored response to a semester-long active learning intervention in one upper-level quantum mechanics course, from an engagement perspective. The study identified ten themes that described participant response: Time Pressure, Vibrancy, Group Activities, Public Work, Individual Work, More Natural Over Time, Students Differ, Community Matters, Hard but Rewarding, and Implementation Difficulties. These results largely align with existing literature on the effects of active learning. However, the results also reflected aspects of the advanced STEM learning experience that are unique, such as motivation, community, student preference, and metacognition. These results indicate more inquiry is needed into factors surrounding the advanced STEM student learning experience if we are to improve the learning environment.Item The flipped classroom model in an introductory astronomy course(Montana State University - Bozeman, College of Letters & Science, 2017) Kennedy, Rodney Merle; Chairperson, Graduate Committee: Greg FrancisIn higher education presentation of science content to students has traditionally been through lecture. Lecture, or direct instruction, is a very passive mode of learning for students. This study investigated whether the flipped classroom model of instruction is effective in improving student engagement and achievement in an introductory high school astronomy course. Students were surveyed and interviewed about their feelings of engagement in previous science classes as well as their feelings about the flipped classroom model. Achievement was measured using the Astronomy Diagnostic Test prior to and following the course and a comparison of the treatment semester to the previous four classes in the areas of assignments, quizzes and labs.