College of Letters & Science

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The College of Letters and Science, the largest center for learning, teaching and research at Montana State University, offers students an excellent liberal arts and sciences education in nearly 50 majors, 25 minors and over 25 graduate degrees within the four areas of the humanities, natural sciences, mathematics and social sciences.

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search.filters.applied.f.department: search.filters.department.Master of Science in Science Education.Subject: search.filters.subject.Place-based education

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    Teaching science through native Crow culture : a placed-based experience
    (Montana State University - Bozeman, Graduate School, 2013) Plain Bull, Dorcella; Chairperson, Graduate Committee: Peggy Taylor.
    This project was conducted to determine the affects of a culturally responsible placed-based experience for Native American elementary students. The students were exposed to two place-based experiences with the central theme of the traditional Crow uses of buffalo. The place-based experiences included a Tribal Elder guest speaker and a field trip to a battlefield museum and buffalo jump. The results indicated that both student and parents gained a greater appreciation for native Crow culture as a result of the place-based experiences.
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    A forest for every classroom : place-based professional development through the seasons
    (Montana State University - Bozeman, Graduate School, 2013) Curtis, Janeen Suzanne; Chairperson, Graduate Committee: Peggy Taylor.
    Educators from western Montana participated in a year-long series of place-based professional development workshops that aimed to give them the skills to more fully incorporate their local place into their teaching. Pre and post surveys and interviews were used to assess the effect of the program on the teachers' place based knowledge and teaching practices. Teachers were found to have greater knowledge of their local environment, to teach more lessons outside of the classroom, to more often use local themes to organize their teaching, to more often engage students in service learning, and to more often involve community members in their teaching as a result of their participation in the program. The relationships teachers built with each other and with the workshop organizers and presenters from their community were found to be the most valuable part of the program while the program assignments were found to be the most challenging piece.
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