Theses and Dissertations at Montana State University (MSU)

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    The effect of cell phone policy on student achievement
    (Montana State University - Bozeman, College of Letters & Science, 2023) Sperling, Kenneth Alan, Jr.; Chairperson, Graduate Committee: C. John Graves
    Cell phones and their prevalence in the high school classroom has had disastrous effects on student attention and retention. Problems with cell phones and various forms of social media may have plagued classrooms, but in the wake of the COVID-19 pandemic induced social isolation, these problems have been exacerbated. Four different cell phone policies were tested to see which policy contributed to the highest student achievement on summative assessments. Surveys were conducted on teachers within the school to collect general thoughts on cell phones and cell phone policies in their own classrooms. Surveys were conducted to gather student opinions on cell phones and social media. A Likert survey was given pre and post a metacognitive unit on cell phones/social media, mental health, and circadian science that was taught to see if students changed their beliefs about cell phones and social media once they were presented with the science about them. The results of my study suggests that while no one cell policy to be the best amongst all classes, the policy which made students turn in cell phones but allowed them to charged produced either the largest jump in student achievement comparatively to their last unit, or the least amount of drop in student achievement amongst all classes. Other results include mass consensus amongst teachers with frustration related to cell phones in the classroom, and that students' opinions on how cell phones affect their health and their ability to live life without cell phones can be changed if presented on a metacognitive unit on effects of cell phones and social media on their health.
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    A review and analysis of MSSE capstone papers to determine the impact of the 5E learning model on secondary education science classrooms
    (Montana State University - Bozeman, College of Letters & Science, 2023) Woods, Makala Nikkole; Chairperson, Graduate Committee: C. John Graves
    The purpose of this review was to investigate how the 5E Instructional Model impacts student performance, student engagement, and student interest in science within secondary science classrooms compared to traditional teaching methods. A review and analysis of Capstone papers from the past ten years from the MSSE program at Montana State University was completed to draw a conclusion. The Capstone papers were organized by focus questions, methodologies, and results to identify commonalities and differences within the research. It is suggested that even through various methodologies, class sizes, and class demographics, the 5E Model has a positive influence on student performance, student engagement, and student interest in science.
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    Growth mindset and design thinking in the middle school science classroom
    (Montana State University - Bozeman, College of Letters & Science, 2022) Bell, Courtney Jane; Chairperson, Graduate Committee: C. John Graves
    Individuals who possess a growth mindset believe that they can improve their abilities over time thanks to hard work, learning from mistakes, and practice. Those who are growth- minded perceive challenges and mistakes as opportunities to learn and stretch their thinking. Possession of a growth mindset is a framework that is correlated with a host of positive outcomes in both the academic and personal lives of students. One potential way to promote this growth mindset is in teaching design thinking strategies. Design thinking is a system for creative problem solving that emphasizes curiosity, learning from experience, and perseverance as the keys to developing effective solutions. The values of design thinking mirror the qualities of a growth mindset and the purpose of this paper was to investigate whether there was a connection between these two frameworks. To investigate this question, I taught a four week design thinking unit through the topic of physical oceanography. The level of growth mindset of students was assessed with a Likert style survey before and after the design thinking curriculum. Student volunteers were also interviewed after both implementations of the mindset assessment survey. A control group of eighth grade students, who covered the same physical oceanography topics but did not experience design thinking instruction, also completed the two administrations of the mindset survey. Additionally, for the experimental group, students self-reported levels of confidence with design thinking skills after completing their first design challenge. Furthermore, a Design Thinking Behaviors Rubric was used to observe students as they participated in their final design challenge. The data show that there was a positive correlation between design thinking instruction and student mindsets. The mindset score of the experimental students showed a significant, positive increase over the control group's change in mindset score between the pre- and post- treatment administrations of the survey. On the other hand, the results do not reveal any patterns about how students' initial level of growth mindset influenced their ability to display design thinking skills.
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    Maximizing engagement and understanding during the flipped portion of an honors physics course
    (Montana State University - Bozeman, College of Letters & Science, 2023) Wiles, Elizabeth Ann; Chairperson, Graduate Committee: C. John Graves
    Over the last two decades, teachers have been experimenting with Flipped Learning Methodology. With regard to this study, a flipped classroom experience is a learning strategy in which students view videos for homework outside of class time. This preparation allows class time to be used for more in-depth, nuanced problem-solving and laboratory experiences. A High School Honors Physics course moves through a great deal of material, necessitating working outside the classroom. While many studies have investigated the benefits of the flipped classroom during class time, fewer studies have looked at variables connected with the time spent viewing the flipped video content. This study investigated students' content mastery and engagement of students when two types of integrated prompts were used while watching the flipped content videos. In Phase One, students completed ten basic flips in which they practiced the procedures of viewing flipped content on Edpuzzle while taking Cornell notes. Each session was followed by a post-viewing quiz measuring content understanding at the beginning of class the following class period. Based on this data, students were grouped into two equal groups. In Phase Two, students received Edpuzzle delivery with either Specific Integrated Prompts or Generic Integrated Prompts. Specific prompts required students to respond to brief questions regarding the material that was immediately previously presented. Generic prompts were placed at the same points in the flipped content but merely reminded students to amend their notes with immediate previous material. Each group alternated integrated prompt types, providing each group equal opportunities to complete each prompt type. During the study, engagement was measured by recording the percentage of each video that students watched on the Edpuzzle Platform; Cornell notes were assessed and graded; and the number of completed flips was recorded. Content mastery was measured using a post-viewing quiz. Near the end of the treatment, students took a survey, and interviews were conducted. This study found no difference in engagement for different prompt types. Although students preferred Specific Prompts, their content mastery was marginally better on flipped videos using Generic Prompts. Generally, junior male students were less engaged with the flipped experience.
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    The impact of art on students' attitudes and learning in science
    (Montana State University - Bozeman, College of Letters & Science, 2023) Tsuha, Beth Mai Sanae; Chairperson, Graduate Committee: C. John Graves
    The purpose of this study is to explore how incorporating art into a science unit impacts students' attitudes towards science and their learning gains. There are currently only a handful of research papers that focus on incorporating STEAM (Science, Technology, Engineering, Art, and Math) into science classrooms, but not much research on using art in the science classroom to create transformative experiences. In this study paper engineering was used as the medium of art for the intervention group. Paper engineering for this research project is defined as the process of challenging students to create pop-up scenes that are three dimensional, create an effect to convey a message, and can be neatly folded away when done. Three out of four sections of chemistry classes were provided with an intervention of paper engineering (n=36) and the fourth section received traditional teaching as the control (n=16). All four sections took the Science Attitude Survey and a Pre-Content Assessment before starting a unit on atomic and nuclear theory. Throughout the unit the researcher reflected on the lessons being taught by filling out the Reflective Teaching Survey. After completing the intervention unit, all students took the Science Attitude Survey, Post-Content Assessment, and an Open-Ended Survey. Through quantitative and qualitative data analysis strategies, students from the intervention group demonstrated an increase in positive attitude towards science and a small learning gain. In conclusion, paper engineering is an effective STEAM strategy.
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    Exploring the impact of remote learning on student engagement and communication in science and other classes
    (Montana State University - Bozeman, College of Letters & Science, 2022) Gamache, Dylan William; Chairperson, Graduate Committee: C. John Graves
    During the COVID-19 pandemic, students pivoted from one learning model to the next, switching between remote, hybrid, and in-person schedules. Students and teachers were surveyed and interviewed to explore how remote learning impacted student engagement and communication in the classroom during the 2020-2021 school year. Qualitative data were analyzed through thematic analysis to gain insight into the student experience from both students' and teachers' perspectives. Four recurring themes were referenced throughout responses from each research population; for students, technology, social and academic interactions, autonomy, and health were commonly mentioned; for teachers, technology, student involvement, relationships and support systems, and evaluating student progress were commonly discussed. The results suggested that students were less engaged in their academic work and communicated less meaningfully with their peers and teachers.
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    Scientific literacy and argumentation in the secondary science classroom
    (Montana State University - Bozeman, College of Letters & Science, 2023) Wolfe, Amanda Lee; Chairperson, Graduate Committee: C. John Graves
    The purpose of this study is to determine how increasing students' proficiency of argumentation through the Claim, Evidence, Reasoning (CER) format affects their ability to ask questions, analyze data and evidence, and justify a claim. During the study, students were instructed on traditional data analysis techniques and given a pre- and post-test to determine growth in analysis and argumentation. During the treatment, students were given weekly instruction and practice on CER and given pre- and post-tests that were a follow up to the first. Throughout the study, students were given surveys inquiring about their interest and attitudes of science. Student responses were analyzed to determine if there was a change in these perceptions over time. The results of the study showed that direct instruction on CER did not significantly improve student scores on the assessments. Students consistently identified the importance of science for their lives, even though they did not report high scores in enjoying school or studying science. Students did show growth in both their data analysis and argumentation skills despite the assessment results showing low growth.
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    Acceptance of the theory of evolution and trigger word avoidance
    (Montana State University - Bozeman, College of Letters & Science, 2023) Wenger, Matthew Norman; Chairperson, Graduate Committee: C. John Graves
    The purpose of this study was to determine if the word evolution and/or its derivatives act as a "trigger" that reduces acceptance and/or understanding of evolution. Acceptance of evolutionary theory in the United States remains lower than levels seen in other countries, and lower than other equally well supported science. One of the primary goals of teaching evolution should be that of increasing levels of acceptance in addition to understanding. A factor that has been demonstrated to lower levels of acceptance is the exposure to "trigger" words related to other controversial science. The impact of the word 'evolution' and its derivatives on acceptance levels of evolutionary science has not been widely studied. These words were avoided in most class materials and lectures with a group of 7th grade biology students in Montana over the course of a five-week unit on evolutionary theory. Other content specific words like adaptation were used in its place. Students took an anonymous Likert-scale survey and misconception probe pre- and post-treatment, with responses paired through the use of student-generated coding. Data was analyzed by quantifying the Likert-scale data and then performing normalized gain, correlational, and paired t-tests analyses. The results of the study were that students in the control group that were exposed to the word evolution and its derivatives from the beginning of the content unit showed increased levels of acceptance and understanding compared to the treatment group.
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    Connectedness with nature and implications for science learning
    (Montana State University - Bozeman, College of Letters & Science, 2022) Carter, Scott Andrew; Chairperson, Graduate Committee: C. John Graves
    Connectedness with nature is described as the subjective sense of relatedness one has with the natural environment. Individuals with high self-perceived connectedness with nature see themselves as part of, not separate from the natural world. Classroom observations and anecdotal evidence contributed to the hypothesis that connectedness with nature may impact science learning. The purpose of this study was to investigate connectedness with nature and its implications for science education. Identifying factors that influence connectedness with nature and investigating teaching strategies to enhance this characteristic in students were secondary goals of the study. The Nature Relatedness Scale (NRS) was employed in measuring the human-nature relationship through the course of the investigation. Other data sources included student interview, student achievement records, and student work samples. Satellite imagery was utilized in conducting greenspace assessments at sites surrounding each subject's home. A negative correlation between nature relatedness scores and science achievement was discovered, indicating a lack of association between the two variables in the sample (N=61). A relationship between tree canopy in the at-home environment and nature relatedness scores emerged, suggesting exposure to high-quality greenspace during childhood and adolescence may influence one's perception of nature. Finally, place-based learning strategies were shown to be successful in enhancing connectedness with nature in the study group of 12th grade environmental science students. Evidence compiled from the sample suggests students with high nature relatedness scores may differ from peers with lower values, particularly in what they bring to and take from science instruction.
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    A case study examining the historical use of waist tethers and associated training practices in adaptive skiing
    (Montana State University - Bozeman, College of Letters & Science, 2022) Augst, Jaime Frances; Chairperson, Graduate Committee: C. John Graves
    This case study investigated the historical application of and training practices revolving around waist tethers for students enrolled in Eagle Mount's multiweek ski program at Bridger Bowl in Bozeman, Montana. Historically, Eagle Mount trained all new volunteers to operate waist tethers to support students. Capitalizing on best practices working with adaptive skiers, it was hypothesized that this approach inhibited student autonomy and may not consider the student central to learning to ski. To learn more about this, Eagle Mount's Bridger Bowl Snowsports staff was interviewed, a restructured training model was examined, waist tether volunteers were questioned, and student lessons were observed. It was determined that waist tethers could limit autonomy and discourage a student's least restrictive environment. Yet, there are instances that these tools are appropriate based on the student's needs and to support their goals. Because the historic training model strongly emphasized the operational skills required to safely waist tether a student, it was possible that identifying student goals and crafting a unique progression that supported a student-centered experience may not have been the central message of volunteer training. As such, volunteers may have lacked the tools necessary to encourage an environment that inherently focused on progressions and highlights play and exploration via games and activities that capitalize on student interests. The restructured training environment required for all new volunteers made this the central element of the discussion. It provided volunteers with a toolbox of ideas to support safe and fun progressions based on students' needs and goals. As a result, fewer students currently use waist tethers, greater emphasis is placed on games and activities that engage students, and more time is spent by volunteers supporting student autonomy.
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