Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item The effectiveness of traditional tests versus science lab reports as summative assessments(Montana State University - Bozeman, College of Letters & Science, 2022) Smith, Caleb Glaeser; Chairperson, Graduate Committee: C. John GravesThere are a number of different ways students can be assessed over a unit. The most common way is through traditional tests. This study was conducted to determine if scientific lab reports are more effective assessments to gauge what a student knows. To analyze this topic, students took traditional tests and wrote science lab reports, and the scores were compared. The results of the study found that students can express more of what they know in lab reports than in traditional tests.Item Implementing independent data analysis into a physics-first modeling curriculum(Montana State University - Bozeman, College of Letters & Science, 2020) Gibson, Clint M.; Chairperson, Graduate Committee: Greg FrancisStudents in ninth-grade physics-first participated in a period of independent, individual data analysis following data collection in modeling laboratory exercises. Pre- and post-tests in kinematics and forces were used to determine normalized gains in experimental and control groups. Student surveys, engagement evaluations, and in-class observations were conducted periodically to measure student achievement and engagement. Results show no significant improvement in achievement or engagement. However, student feedback indicates there may be potential benefit in providing options to students for completing lab exercises.Item Effects of a web based science notebook on metacognative knowledge and problem solving skills(Montana State University - Bozeman, Graduate School, 2015) Touchstone, Jerald O.; Chairperson, Graduate Committee: Peggy Taylor.Science notebooks have always been a staple in the science classroom. Traditionally they have been done with a pencil and paper. As technology and students move into the future, computers and web based learning are rapidly replacing the pencil and paper. This research was designed to measure student's attitude toward web based learning, how using a web-based notebook increases metaknowledge (how one learns) and does it increase problem solving skills. During the treatment, students made and used a web based notebook in OneNote. In it they could complete assignments and solve problems in their preferred learning style. After the treatment, data showed that today's students have a favorable attitude toward web based learning. However, only 60% of students completed work in their preferred learning style (N =15). Data also showed that problem solving skills remained the same or slightly decreased as a result of using a web based notebook.Item The effects of guided writing strategies on science journaling skills of middle school students(Montana State University - Bozeman, Graduate School, 2015) Diaz-Chard, Emily; Chairperson, Graduate Committee: Peggy Taylor.The focus question of my project was, 'What are the effects of using guided writing strategies, such as creative captions with graphics and the use of graphics along with journaling, on seventh grade students' understanding of ecology concepts?' To help support my capstone project, the following subquestions were addressed. 1. What are the effects of using guided writing strategies on students' long-term memory? 2. What are the effects of using guided writing strategies on students' journaling skills? 3. What are the effects of using guided writing strategies on students' attitude and motivation?Item What is the effect of teacher feedback in student notebooks on student achievement?(Montana State University - Bozeman, Graduate School, 2013) Helseth, Michael Scott; Chairperson, Graduate Committee: Peggy Taylor.Teacher comments and feedback on student work in science notebooks is a key element in understanding the development of students' thinking. In this investigation critical teacher feedback was given in student science notebooks with the purpose of improving student achievement and critical thinking. Every week during the intervention the student notebooks were scored using a rubric and were given critical feedback from the teacher. The results showed that critical teacher feedback did not have a significant effect on student achievement. The process of giving students feedback created a valuable formative assessment that the teacher can use to adjust instruction.Item The effects of regular journaling on 8th grade physical science students' learning and attitudes(Montana State University - Bozeman, Graduate School, 2013) Bishel, John Anthony; Chairperson, Graduate Committee: Peggy Taylor.During this research, frequent journaling was introduced to eighth grade physical science classes to determine the effect on their mastery of new science concepts, as well as their attitudes concerning science and learning about science. Both Likert attitude surveys and summative assessments were given pre-treatment and post-treatment for comparison. Students certainly did not like the journal assignments, because they did not want to write, however, both science attitudes and performances improved slightly.Item How does the use of science notebooks as formative assessment increase students' conceptual understandings in science?(Montana State University - Bozeman, Graduate School, 2012) Hughes, Jessica Rae; Chairperson, Graduate Committee: Peggy Taylor.In this study, kindergarten students used science notebooks as formative assessment to deepen their understanding of science concepts. The class participated in four science units, two were taught as curriculum suggested and two were taught using science notebooks, with pre and post-tests to show growth. The result of this study showed positive effective use of formative assessments, such as journaling, helped students form strong conceptual ideas about science content.Item Science notebooks : can they replace traditional lab reports?(Montana State University - Bozeman, Graduate School, 2012) Santarelli, Marco; Chairperson, Graduate Committee: Peggy Taylor.Laboratory experiments have been used by science educators for over two centuries. This is primarily due to the fact that laboratory experiments play a fundamental role in the education of a science student. Laboratory experiments help students learn science concepts in straight forward hands on ways. They expose students to methods and skills and use practical means to elucidate science concepts. Science educators face several hurdles in making the laboratory experiment a useful educational tool. The first and most obvious issue is picking an experiment which will allow students to master science content. Creating the perfect experiment to instruct students can be a daunting task. That being said there are many 'classic' labs which educators have used over the years which often fit the bill. After using the correct experiment science educators are then challenged to accurately assess their student's performance. More often than not this means using a standard type written lab report. This is the same old tried and true document that we have all created. It is usually based on a rubric and is normally written well after the experiment itself, well after the particulars are perhaps forgotten. My action research project measured the effectiveness of a typewritten lab report against a well structured science notebook as an assessment tool. A series of laboratory experiments was used to measure the usefulness of the two assessment strategies. Forty two students from New Fairfield High School participated in the study. Attitude surveys, post lab quizzes, exit tickets and several interviews were conducted and the results compared. The results indicated that both assessment tools allowed students to master science content. The results suggested that the students did enjoyed using a science notebook because it allowed them to organize their ideas. Based upon the results of this project it is my intention to assess lab reports in the future using a combination of both approaches.Item The impact of rubric use and lab report performance in biology students(Montana State University - Bozeman, Graduate School, 2012) Hellmann, Tori Allison; Chairperson, Graduate Committee: Peggy Taylor.The research topic chosen is related to the use of rubrics and how using a rubric for scoring lab reports might impact student performance on lab reports. I also wanted to see if rubric use could improve their knowledge of science content as well. I chose this as my topic because for the past 12 years as a science teacher, I have noticed inadequacies in student performance on lab reports. The students seem to enjoy the lab experiments, but when it comes to the lab report there are some obvious deficiencies in lab report writing skills. I have also noticed that students do not seem to make connections between the labs and the science content.Item Does peer review improve lab report quality in high school science students?(Montana State University - Bozeman, Graduate School, 2011) Acker, Melanie S.; Chairperson, Graduate Committee: Peggy Taylor.My students are, for the most part, potentially very good writers. However, when I get these students, their lab report writing skills are quite limited, and therefore, are very poor. Focus for doing labs thus far in their science career has been how well they can perform the lab from verbal instructions not written instructions. The students have a difficult time reading and understanding what the protocol wants them to do, and they have an even more difficult time explaining what they performed during the lab activity in a lab report. This project investigated how well the students discussed their course of action after performing the lab activity in a written report. The students were given written lab protocols and were expected to follow the procedure and make observations along the way. The labs were all completed in one 45 minute class period. The students were then given one day in class to work on their lab report following the lab report rubric (Appendix A). Data collection for this project not only included lab report writing, but what the students' comfort levels were in different elements of the lab, how well they reviewed their own work, how well they reviewed other peer's work, and how they felt about the whole lab report writing process throughout the year. Several teachers were also asked to evaluate how well these particular students processed and followed directions in their classrooms as well. The resulted indicated that by implementing a peer review session into the lab report writing process the report score significantly improved. The students who struggled at the beginning of the process were now completing quality lab reports in half the time and the peer review rubrics were being scored with the highest marks. Because of these positive outcomes, I know that peer review is an integral part of the learning process to produce quality lab reports and I will continue to conduct this practice in my classroom in years to come.