Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Nature journaling in the middle school science classroom(Montana State University - Bozeman, College of Letters & Science, 2023) Leonard, Megan; Chairperson, Graduate Committee: C. John GravesNature journaling is a practice of collecting observations and questions on the pages of a notebook by using pictures, words, and numbers. The purpose of this study was to determine how implementing the use of nature journals in a middle school science classroom affects students' attitudes towards science and nature. Participating students were given a survey prior to the treatment period to determine baseline attitudes towards science and nature. Students were then instructed on best practices to complete a nature journal entry. Over the treatment period, students were taken outside on school grounds to complete one of the three repeating prompts. By the end of the treatment period, a total of nine prompts were completed. Students were then given the survey an additional time to determine if attitudes changed regarding science and nature. Open-response questions were included in the post-treatment survey to gauge each student's experience with nature journaling. The results of the study indicate that nature journaling can have a positive effect on students' attitudes towards science and nature.Item The efficacy of digital science notebooks on student learning and self-expression(Montana State University - Bozeman, College of Letters & Science, 2021) MacDonald, Jamie Lee; Chairperson, Graduate Committee: Greg FrancisDue to the Covid-19 pandemic, many schools have been required to move to a fully remote learning model, relying completely on technology. Science notebooks, which have been proven to be an effective teaching method, must be implemented in a digital format. Students in a 5th grade remote classroom used Google Drive to create science notebooks during one unit, while not using digital notebooks during another unit. Pre- and post- assessments were completed during each unit to measure growth. Students also participated in attitude surveys before, during, and after treatment. The teacher kept a self- assessment, including a journal. Students showed more growth during their post- assessment after using their digital science notebook, however, students didn't use their notebooks to their full potential throughout the unit. Students also were not able to show self-expression through their digital science notebooks. It is possible that digital science notebooks can be just as effective as physical science notebooks, but more research needs to be completed to find the best format for a digital science notebook.Item The effects of incorporating organization in notebooks to synthesize knowledge in a high school chemistry class(Montana State University - Bozeman, College of Letters & Science, 2021) Herrington, Kendia Clara-Emma; Chairperson, Graduate Committee: Greg FrancisThe lack of organization in a science notebook makes it difficult for students to put multiple science concepts together in a chemistry class. This research study looked at how incorporating organization in notebooks through reflections on activities, group conversations, class discourse, summaries of labs, and creating a graphical organizer will impact their class conversation, self-regulation, and assessment scores. Three classes were studied over a full unit on bonding in a suburban chemistry class. Two classes were given a treatment of daily organizational support towards making a graphical organizer while the comparison group was given the same time without the guided questions or organizational support. A weekly survey of students' feelings on their understanding was given. The survey showed that overall students felt the graphical organizer was helpful. The comparison group found it overwhelming to complete without the guidance that the treatment received. The time each group took showed a significant difference in their ability to answer beginning of class questions. The treatment group showed a significant growth in their ability to make a graphical organizer. The students showed self-regulation by not completing different class assignments and assessments. The class discourse was very limited by both groups due to the class being online on Zoom. The treatment group showed a positive gain in supporting students in organizing a reflection notebook in their chemistry class because it forced them to do discourse.Item An investigation of four remediation techniques in the science classroom(Montana State University - Bozeman, College of Letters & Science, 2018) Rice, Jocelyn Mandy; Chairperson, Graduate Committee: Greg FrancisThe goal of this research project was to determine which of four teaching strategies was most effective as a remediation technique. The four strategies included table manipulatives, concept mapping, interactive science notebook journaling, and a flipped classroom approach. Over the course of eight instructional units, students were exposed to each strategy twice during a mid-day remediation and enrichment period called the GAELS period. The results of this investigation suggest that each of the four strategies were effective for improving students' test scores from pre to post-test for at least one unit, but some strategies worked better for one unit than another, sometimes producing a large normalized gain for one unit, and a negative normalized gain for another. Overall, concept mapping produced the largest gain from the study, 31%, when used with the cell transport unit.Item Increasing conceptual learning in science through writing(Montana State University - Bozeman, College of Letters & Science, 2017) Noble, Jenna Shandra; Chairperson, Graduate Committee: Greg FrancisThis project sought to discover whether write-to-learn activities increased conceptual change in students' understanding of science content. Students were involved in seven different writing activities aimed at learning and remembering science content. Students also wrote reflections after inquiry activities to help them connect the activity to the content learned in the classroom. During Chapter 1: Introduction to Living Things, students did not receive write-to-learn activities. Chapters 2: Viruses, Bacteria, Protists, and Fungi and Chapter 3: Introduction to Animals, students did receive write-to-learn activities. From the Introduction to Living Things chapter to the Introduction to Animals chapter, there was a 14% increase in test score medians. Students' confidence in their writing and memory skills improved.Item Promoting inquiry-learning through the use of interactive science notebooks in seventh grade life science(Montana State University - Bozeman, College of Letters & Science, 2017) Morton, Jamie Lynn; Chairperson, Graduate Committee: Greg FrancisThe purpose of this study was to determine if the use of interactive science notebooks in a high school setting would enrich student learning and performance on Next Generation Science Standards, Idaho state Common Core ELA standards, and content objectives in Environmental Science. Four sections of students, totaling 99, were used in the study. Two sections worked for eight weeks on two curricular units using the ISN, while two sections continued using autonomous methods already in place from the previous semester. All students participated in pre- and post-testing of content objectives and constructed response items, and took a Likert survey to measure attitudinal/motivational differences between the groups. Results suggest use of the interactive science notebook led to gains in student scores on constructed response items, but significant differences in performance on the post-tests do not demonstrate increases in student achievement related to the use of the ISNs. There was also no demonstrable effect on student attitudes toward science.Item The effect of formative feedback through science interactive notebooks on student learning in high school biology(Montana State University - Bozeman, College of Letters & Science, 2017) Hawkins, Meghan Kathleen; Chairperson, Graduate Committee: Greg FrancisAlthough my students would benefit from completing practice in the form of classroom work and activities, many of my students do not have either the time or the interest to do so. The students put a focus on earning grades instead of gaining knowledge from assignments and work throughout the year, they never worry about how they can learn more or improve their future work, just how they can get the grades they want on their report card. This project investigated how using formative feedback in the form of student self-reflection and peer-assessment can effect student metacognition and learning. This feedback came in two main forms, self-assessment and peer assessment and was reflected on by the students in their interactive science notebooks allowing students to show the steps they took towards mastery of standards. Data collection for this project not only included reflection in their interactive science notebooks, but the students' attitude towards formative feedback and standards-based grading, as well as data collected on students' cumulative grades both before and after the project. The results indicated that students benefited the most on the graphing assignments when performing self-assessment and peer assessment. Peer and Self-assessments had the littlest effect on the science interactive notebook grades. Peer and self-assessments seemed to be helpful in some areas and to some students but results were non-conclusive as a whole. Same was seen in the science interactive notebooks, some students benefited from having everything in one organized place yet others weren't organized enough to benefit from the notebooks.Item Implementing interactive science notebooks with English language learners(Montana State University - Bozeman, College of Letters & Science, 2017) Soto, Ryan Michael; Chairperson, Graduate Committee: Greg FrancisThe primary focus of this study was to answer the question, what are the effects of using interactive science notebooks with English Language Learners? There were 52 students from two sections of biology involved in this study, enrolled at San Ysidro High School, San Diego, California. Students used scientific notebooks throughout the treatment unit and participated in formative assessments that gauged content knowledge. Pre- and Post-tests were given for both non-treatment and treatment units and scores from the treatment tests were compared to notebook rubric scores. There was a positive correlation between notebook rubric scores and test scores. In most cases, students who did well on formative assessments within the notebook performed better on unit tests.Item Interactive science notebooks in the secondary chemistry classroom(Montana State University - Bozeman, College of Letters & Science, 2017) Dupuis, Alison Paige; Chairperson, Graduate Committee: Greg FrancisInteractive science notebooks are a popular tool in many science classrooms across the country. However, each teacher should evaluate carefully if interactive science notebooks are the right choice for his or her classroom. The purpose of this project was to evaluate the effectiveness of interactive science notebooks in one science classroom as well as student opinions on the use of interactive science notebooks. The interactive science notebooks were implemented for two and a half months. Also, students were surveyed and interviewed before and after the implementation of the interactive science notebooks. The results were then compared to the traditional classroom model that was used previously. It was determined that the students liked the interactive science notebooks. They also had a positive effect on classroom achievement as pre- and post-test results were highly consistent throughout the use of the interactive science notebooks. This consistency was not seen with the traditional classroom model.Item The effect of inquiry with science notebooks on student engagement and achievement(Montana State University - Bozeman, Graduate School, 2016) Sparks, Bridget M.; Chairperson, Graduate Committee: Peggy Taylor.This study looks at the question, what are the effects of implementing a scientific inquiry approach by the way of scientific notebooks in a high school science class? There were 36 students involved in this study from two college prep physical science classes in a large, diverse high school in Sharonville, Ohio. Students used scientific notebooks and participated in scientific inquiry lessons for two physical science units, Forces and Energy. Students were given a pre and post test for each unit and their notebooks were observed for completion. An engagement observation tool was used to record engagement of students during lessons. Students' academic achievement improved from the pre to the post test with both units. Students showed 90% engagement during the seven lessons observed. Lessons including scientific inquiry activities with the use of science notebooks have shown a positive impact in achievement and engagement.
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