Theses and Dissertations at Montana State University (MSU)

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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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    The effects of using metacognitive strategies on student understanding of evolutionary concepts
    (Montana State University - Bozeman, Graduate School, 2013) Robbins, Andrea Kathleen; Chairperson, Graduate Committee: Peggy Taylor.
    The purpose of this action research project was to observe the effects metacognitive strategies had on student learning, long-term memory, motivation, and teacher enthusiasm in a high school Biology classroom during a unit on Evolution. A three-week unit including the history of evolution, steps of natural selection, and evidence supporting the theory was used as the nontreatment unit and taught using regular teaching strategies. This was followed by a three-week treatment unit covering genetic variation, distribution, and speciation, and included metacognitive strategies like reflection journaling, QUAD notes, and peer justification. Data was collected using preunit and postunit assessments, student reflection journals, surveys, interviews, and teacher reflections. While the intervention seemed to have little or no effect on student understanding, student attitude, and teacher enthusiasm, it did improve student retention of concepts over time. It would seem that the use of metacognitive strategies led to a longer, more durable learning experience.
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    Teaching evolution in a Christian school
    (Montana State University - Bozeman, Graduate School, 2012) Kalf, Alan W.; Chairperson, Graduate Committee: Peggy Taylor.
    My research question started with, "How does a college-preparatory education teach evolution, in the context of a complete commitment to the historic Christian faith?" The answer was with great science, great faith, and great teaching. This was developed into my focus statement: "How effective will a scientifically rigorous, religiously sensitive, inquiry-based evolution unit be in a Christian school?" The success of the unit will be measured in terms of student understandings of evolution and student acceptance of scientific understandings.
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