Theses and Dissertations at Montana State University (MSU)
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Item 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 GravesThe 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.Item Crosscutting concepts as language for reasoning and sensemaking in high school earth science(Montana State University - Bozeman, College of Letters & Science, 2022) Zimmerman, Libby C.; Chairperson, Graduate Committee: C. John GravesThe Disciplinary Core Ideas for High School Earth Science are filled with information relevant to many challenges humans are facing across the globe. To benefit from this growing body of knowledge, it is increasingly important that we support students in improving reasoning and communication as part of scientific literacy. This research explored the impact direct instruction of Crosscutting Concepts had on recognition of the CCC's across content, detail and specificity of reasoning, and self-efficacy related to science communication in high school Earth Science students. Students were divided into two groups one receiving direct instruction related to Crosscutting Concepts through mini lessons and specific classroom tools and templates. The non-treatment group experienced the same content and general references to Crosscutting Concepts but did not receive direct instruction. Mixed methodology was used to collect quantitative and qualitative data using surveys, formative assessment through Interactive Science Notebooks and Misconception Probes and summative assessments through content specific unit tests. Students in both groups made progress in recognition of Crosscutting Concepts with students in the treatment group reporting more confidence in this skill. Interviews, and observation showed students in the treatment group were more likely to see connections to Crosscutting Concepts across topic areas and use the CCC's in discussion. Survey results showed direct instruction increased students' perception of value in applying Crosscutting Concepts in their reasoning. There was not a significant difference in the specificity and detail of reasoning between treatment and non-treatment groups. Results suggest that these same methods can improve recognition of Crosscutting Concepts across content, increase self-efficacy related to communicating science ideas and contribute to a common language in the classroom that can be used by students to support each other's thinking and focus discussion and exploration of phenomenon.Item A study of the impact of socratic seminars on a sixth-grade science classroom(Montana State University - Bozeman, College of Letters & Science, 2019) Smith Piasecki, Fiona Alyse; Chairperson, Graduate Committee: Greg FrancisNot only do we expect our future scientists to have a deep understanding of science content, but we expect them to be able to communicate these ideas. Previous research shows that student-led classroom discussions not only encourage the development of critical thinking skills and a depth of knowledge, but they teach scientific discourse practices and aid in academic language development. This study investigated the impact of preparing for and participating in Socratic Seminars on the depth of student content knowledge. Additionally, it aimed to determine the impact of Socratic Seminars on student confidence with science content and the achievement gap between English Language Learner (ELL) and non-ELL students in a 6th grade science classroom. To make this determination, every other science unit included a Socratic Seminar as an extension activity. To examine the effect of Socratic Seminars on content knowledge and the achievement gap, the study compared the results of end of unit content assessments, Socratic Seminar scores, and student interviews. To measure student confidence, the study compared student responses on end of unit reflection surveys, weekly reflections, and interviews. Quantitative results indicated no impact of Socratic Seminars on student's depth of knowledge of science content or in closing the achievement gap and mixed impact on student confidence. However, qualitative results indicated an increase in content knowledge and confidence for all students. Although this study provided mixed results as to the impact of Socratic Seminars on content knowledge, confidence, and the achievement gap, student statements and questions during seminars, in addition to interview results show that Socratic Seminars promoted deep exploration of ideas and had a positive impact on the Next Generation Science Standards, Science and Engineering Practices of Engaging in Argument from Evidence and Obtaining, Evaluating, and Communicating Information. They are therefore a valuable extension activity format in a science classroom.Item Teaching data literacy in high school biology(Montana State University - Bozeman, Graduate School, 2016) Jones, Patricia Lynn; Chairperson, Graduate Committee: Peggy TaylorTime restrictions and curricular requirements in high school biology often do not allow for instruction in important data literacy skills. This capstone project was designed to develop high school biology lessons that incorporate data literacy skills into the curriculum. It was hypothesized that student engagement, confidence and skill levels would improve if authentic data was used in these lessons. Lessons were designed that incorporated each data literacy skill into a different unit of instruction. Success of the project was assessed with two skills tests, student surveys and interviews. It was shown that students' data literacy skills and confidence levels increased substantially with these lessons. In addition, student engagement and interest levels improved with the use of real data.Item The effects of technical writing strategies on student writing and scientific comprehension(Montana State University - Bozeman, Graduate School, 2016) Hutson, Ruth Lehmann; Chairperson, Graduate Committee: Peggy Taylor.For this research project, two writing strategies, Self-directed Inquiry (SDI) and Calibrated Peer Review (CPR), were evaluated to determine which strategy would be most effective in improving students' technical writing and science comprehension. Students from a small rural high school in Northeast Kansas (N=49) were evaluated. Class sizes ranged from three to sixteen. The data collection techniques included individual interviews, student surveys, Classroom Assessment Techniques (CAT) assessments, a teacher reflection journal, student writing samples assessed with both a Content and Ideas Rubric and Curriculum Based Measurement (CBM), and comparison of pre-test and post-test scores. For one week, students learned through traditional classroom teaching methods in a comparison unit delivering content about Yellowstone National Park. It was followed by six weeks of implementing SDI, in which students learned about the biology, geology, and chemistry of the thermal features of Yellowstone National Park. Finally, for two weeks, students studied about the models scientists use to explain a primordial Earth using CPR. Results revealed that CPR was very effective in increasing students scientific comprehension based on normalized gain. Responses from student surveys indicated that they enjoyed using this approach to technical writing. Results were inconclusive regarding the effectiveness of the SDI approach to technical writing. There was no significant increase in student comprehension based on normalized gain when SDI was compared to the comparison group. In addition, student surveys indicated that they did not prefer this method to other technical writing approaches. More study is needed to determine how to best implement SDI in a high school science classroom.