Theses and Dissertations at Montana State University (MSU)

Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733

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The effect of inquiry-based learning in high school physics
(Montana State University - Bozeman, College of Letters & Science, 2023) Feldbruegge, Adam Frank; Chairperson, Graduate Committee: C. John Graves
The purpose of this action research was to analyze the effect of inquiry-based learning in the high school physics classroom. Specifically, this research analyzed the impact of inquiry-based learning on student ability to scientific reasoning and concept mastery within the units of motion, force, energy, and momentum. The non-treatment group received instruction with a partially flipped classroom approach, with assigned pre-lecture videos and lectures focused on direct application of the content; whereas the treatment group learned through inquiry and following the experiments, were guided with questioning and further labs to fill in conceptual gaps in the content. Pre- and post-test results were analyzed to measure normalized gains in both scientific reasoning and conceptual understanding. Surveys and interviews were analyzed to measure student interest and attitude. The results of this study revealed that the non-treatment group achieved higher normalized gains in conceptual understanding in the areas of force, motion, energy, and momentum; whereas the treatment group achieved higher normalized gains in their ability to reason scientifically. While the theory-practice gap is a real inhibitor to inquiry-based learning in the physics classroom, students were able to connect course content with real-life scenarios, resulting in an overall positive experience for students.
Two-year community college students' understanding of rational expressions
(Montana State University - Bozeman, College of Letters & Science, 2023) Kong, Chor Wan Amy; Chairperson, Graduate Committee: Jennifer Luebeck; Megan Wickstrom (co-chair)
This research study investigated the gaps in knowledge held by two-year community college students in simplifying and operating with rational expressions and how these gaps affect their learning. The study employed multiple methods, including completion of a Diagnostic Problem Set, participating in collaborative and exploratory activities, and attending task-based interviews, to elicit and assess students' understanding of rational expressions. The study analyzed and categorized participants' responses based on the participants' different perspectives and learning processes. The research also explored how collaborative and exploratory learning, as well as the use of Knowledge-Eliciting Tasks, can help identify and address students' misconceptions. Qualitative analysis of the findings identified potential causes of the learning gaps and generated recommendations for instructional strategies that can bridge these gaps and improve students' understanding of rational expressions, which is crucial to student success in algebraic subjects and college academic achievement.
The impact of including a renewable energy theme on physics education and perception of meaning
(Montana State University - Bozeman, College of Letters & Science, 2021) Kahan, Adam; Chairperson, Graduate Committee: Greg Francis
A renewable energy theme was incorporated into an AP Physics class. Renewable energy linked assignments, articles, videos, and discussion developed the theme. The Force Concept Inventory and class exams tracked progress in physics. Surveys and interviews gathered data on perception of meaning. The results suggest that the theme neither facilitated nor interfered with the learning of physics. Learning physics, however, improved their understanding of renewable energy topics. Overall students found the theme meaningful and relevant.
The effects of using learning progressions for student mastery
(Montana State University - Bozeman, College of Letters & Science, 2021) Hill, Michael Frederick; Chairperson, Graduate Committee: Greg Francis
In order for students to achieve a high level of knowledge, teachers and students should be able to identify areas of understanding and areas that need improvement. Designing a progression that identifies concepts help guide teachers and students through the learning process. Students have the opportunity to show mastery in a concept before progressing to the next level. This action research provided students with a progression to guide their learning. Students reflected on each concept before moving to the next. As a result, students were able to show significant growth as well a sense of confidence in learning.
How does the use of the anatomage table impact student learning of anatomy and physiology concepts?
(Montana State University - Bozeman, College of Letters & Science, 2021) Keegan, Emily; Chairperson, Graduate Committee: Greg Francis
Anatomy and Physiology is a class that relies heavily on visual models. In this study, the use of the Anatomage table was used during the skeletal system and muscular system units. A comparison group did not use the table for their lab in the first unit, and an experimental group used the table. During the second unit, the groups switched so that all students got to experience working with the table in at least one unit. Pre and post-test data, surveys, interviews, and retention tests were used as data collection tools. The results suggest that the Anatomage table has benefits for some students, especially in identifying and applying the knowledge acquired in the units. It had less of an impact on written test scores, especially in higher achieving students.
Using case studies to help chemistry students understand science concepts
(Montana State University - Bozeman, College of Letters & Science, 2021) Ronquillo, Elizabeth Roxanne; Chairperson, Graduate Committee: Greg Francis
The purpose of this project was to study the effects of problem solving case studies on student understanding of high school concepts. Students were exposed to a case study that related chemistry content to real world applications. The project began with a non-treatment group studying periodic trends where students engaged in traditional chemistry learning activities which included reading, lecture, video, and virtual labs. The treatment group also had students engaged in traditional chemistry learning activities with the addition of including a real-world case study with class discussion. Data were collected using student pre-unit and post-unit assessments, surveys and interviews as a measure of student content understand, higher-level thinking, student attitude and motivation. Teacher data were also collected using student observations and teacher reflections to gain understanding of student attitudes and motivation. The data showed no difference between the two groups regarding post-assessment scores. The data showed some of the students' attitudes about science improved when applied to real world scenarios using case studies.
Examining the psychometric functionality of the force concept inventory
(Montana State University - Bozeman, College of Letters & Science, 2020) Eaton, Philip Dale; Chairperson, Graduate Committee: Shannon Willoughby; Keith Johnson and Shannon Willoughby were co-authors of the article, 'Generating a growth-oriented partial credit grading model for the force concept inventory' in the journal 'Physical review physics education research' which is contained within this dissertation.; Barrett Frank and Shannon Willoughby were co-authors of the article, 'Examining the effects of item chaining in the force concept inventory and the force and motion conceptual evaluation using local item dependence' submitted to the journal 'Physical review physics education research' which is contained within this dissertation.; Shannon Willoughby was a co-author of the article, 'Confirmatory factor analysis applied to the force concept inventory' in the journal 'Physical review physics education' which is contained within this dissertation.; Shannon Willoughby was a co-author of the article, 'Identifying a preinstruction to postinstruction model for the force concept inventory within a multitrait item response theory framework' in the journal 'Physical review physics education' which is contained within this paper.
To improve the current understanding of the Force Concept Inventory (FCI), both a response-option-level analysis and a dimensionality analysis were proposed and applied. The response-option-level analysis used polytomous item response theory to reveal that the response options on the FCI are generally functioning appropriately, with two questions being identified as likely malfunctioning. To address the question of the FCI's dimensionality, an analysis of local item independence using item response theory was proposed and performed. Results indicate that the FCI is a multi-factor instrument, not a unidimensional instrument as it is often assumed. As a result of this analysis, three factor models were proposed and tested using confirmatory factor analysis and confirmatory multi-trait item response theory. All of these models were found to adequately explain the factor structure of the FCI within each of the statistical frameworks. The results from these investigations can be used as a starting point for further analysis and directing future improvements of the FCI.
The relationship of formal reasoning, motivation, and conceptual change: a quantitative study of introductory biology students across the United States
(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Bernard, Romola Alaica; Chairperson, Graduate Committee: Carrie B. Myers; Steven Kalinowski (co-chair)
There is a noticeable disconnect between conceptual change research carried out in different domains of knowledge. This is starkly apparent in the divide between theoretical models of conceptual change stemming from cognitive and educational psychology, and empirical studies on conceptual change rooted in science education. This study operationalized models of conceptual change that accounted for the rational aspect of conceptual change that dominates in the natural sciences, and the extrarational aspects of conceptual change that are focal in the social sciences. Mixed effects models of conceptual change were investigated. In addition to prior knowledge, formal reasoning ability was incorporated as a critical rational aspect of conceptual change. Academic motivation, plus the teaching and learning environment students experience were included as essential extrarational aspects of conceptual change. The final operational model of conceptual change has post-instruction score as the response variable, and pre-instruction score, formal reasoning ability, intrinsic motivation, representation of racial group in science, teacher experience, and teaching practice as the most important predictors of conceptual change. Prior knowledge and formal reasoning ability are by far the strongest predictors of improving post-instruction conceptual understanding of evolution by natural selection for introductory biology students. There are two noteworthy findings. One, a crucial student characteristic, formal reasoning ability, has been ignored in conceptual change research. When formal reasoning ability is included as a predictor, self-efficacy is not at all important in predicting conceptual change. Two, another student characteristic, race, plays an important role in predicting conceptual change.
The impact of learner generated drawings in the comprehension of earth science concepts
(Montana State University - Bozeman, College of Letters & Science, 2019) Temple, Thomas Allen; Chairperson, Graduate Committee: Greg Francis
Drawing was an activity that was common in science classes in the early 20th century. The students of today live in a world where making an image can be done effortlessly with the cameras they have access to in their cell phones. Recently there has been renewed interest in the use of drawing to enhance memory and understanding of scientific phenomena. The purpose of this research study was to see how drawing impacted student comprehension of Earth science concepts. Sub-questions addressed by the study were if students could improve in creating scientific drawings, if their attitudes about using drawing to learn would change as a result of drawing treatment, and if their engagement and enjoyment of Earth science would increase. The study was conducted for a period of 10 weeks in a 9th-grade Earth science classroom. The population of students was split into two treatment groups. While in the treatment period students were asked to create drawings of selected Earth science topics before any reading assignments or class discussion. Students were then asked to create a second drawing after an assigned reading and discussion of the same topics. Students not in the treatment group were not required to draw and received direct instruction through presentation slides and discussion. Each group was exposed to two rounds of treatment and two periods of non-treatment. A variety of data collection instruments were used in this study to compare the two groups quantitatively, including pre- and post-test scores, quiz scores, and a standards-based drawing rubric. Qualitative measures used to assess student attitudes and enjoyment included surveys, student interviews, and a journal of observations kept by the instructor. Results of the study showed that drawing did impact comprehension of the selected Earth science topics positively. Although student attitudes about drawing remained mostly unchanged, many indicated that they planned on using drawing to help them study for tests in the future.
The use of writing portfolios in place of traditional exams in high school biology
(Montana State University - Bozeman, College of Letters & Science, 2019) Theroux, Brian Joseph; Chairperson, Graduate Committee: Greg Francis
The desire for metrics of student ability remains high even as emphasis changes from high-stakes, high-stress standardized assessments of content and memorization to procedural awareness and communication skills. This study investigated the effectiveness of writing portfolios in place of traditional exams. Classroom research checked for consistency between students of different incoming knowledge and ability levels, and for effects on student motivation and course engagement. Students' expression of core concept knowledge was assessed through writing portfolios in treatment groups and with short answer tests in comparison groups. Data collected from test scores, portfolios, surveys and teacher-student dialogues was triangulated using qualitative and quantitative analysis. Results suggested students' expression of core content knowledge and basic subject knowledge were equitable or improved, with notable alleviation of test grievances.

Theses and Dissertations at Montana State University (MSU)

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