Theses and Dissertations at Montana State University (MSU)

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    In their own words and actions: a case study of STEM interest among rural youth in an informal program
    (Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Westbrook, Elaine Marie; Chairperson, Graduate Committee: Jayne Downey
    In order to develop science, technology, engineering, and math (STEM) knowledge and solutions that address global concerns, there is a need to develop pathways to strengthen STEM interest among rural youth, especially girls. Previous research suggests that informal STEM programs can stimulate participant interest due to the absence of pressures from external assessment (Rogoff, et al, 2016). However, little is known about which instructional methods in an informal STEM program focused on place-conscious programming in a rural community will support the development of youth STEM interest. The purpose of this study was to examine the impact of three instructional methods (hands-on, role models, and culminating projects) on STEM interest development for rural youth, ages eight to twelve, in an informal place-conscious STEM program. Data were collected through observations, focus group interviews, and STEM interest surveys. Participants included youth (N=26) in grades 3rd through 5th grades attending two local schools in one rural community. Results indicated STEM interest increased through collaborative work, new knowledge, and action research. Results also showed gender differences in STEM interest development. Girls' STEM interest was heightened through seeing the personal relevance to their community, whereas boys' STEM interest was heightened through actively working together. This study contributes to the empirical literature regarding STEM interest, informal education, and instructional methods for rural youth. Recommendations are made for future studies.
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    Measuring cognitive engagement and motivation in informal contexts
    (Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Obery, Amanda Christine; Chairperson, Graduate Committee: Michael Brody
    Middle school (G5-8) students' cognitive engagement, motivation, and future aspirations in science were quantified within informal contexts (week-long summer camps) with self-reported measures of cognitive strategies, self-regulation, value, self-efficacy, and future aspirations over the course of two phases (N = 152, N =140). The participating middle school students engaged in one of two informal science summer camp opportunities. Informal science experiences may be places which participants can gain science-related capital in equitable ways. This study set out to test the growth in cognitive engagement, motivation, and future aspirations in science differed from students of varying genders, races, and socioeconomic statuses. Survey results over the course of two phases were analyzed via partial-least squares structural equation modeling to explore whether cognitive engagement and motivation predicted future aspirations in science, such as taking high school courses or pursuing a career in the sciences. As operationalized, cognitive engagement (cognitive strategies and self-regulation) and motivational (value and self-efficacy) constructs significantly predicted future aspirations in science (R 2 = 0.29, p < 0.05). Growth in cognitive engagement and motivation were also investigated to understand if students of different genders, races, and socioeconomic statuses have different experiences, with only small differences being uncovered. Results support the claim about the key role that cognitive engagement, motivation, and informal learning experiences may play to encourage future aspirations in science and show the ability of these experiences to foster the development of these skills in equitable ways. Better understanding cognitive engagement and motivation and how these are influenced by informal science experiences could improve the effectiveness of these interventions to foster students' future aspirations in science, a continuing societal priority, in ways that do not fall into the same patterns of inequality that seem to persist in formal education.
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    Coming of age : an assessment of the status of adult education methodology in museums
    (Montana State University - Bozeman, College of Education, Health & Human Development, 1996) Sachatello-Sawyer, Bonnie
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