Theses and Dissertations at Montana State University (MSU)
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Item 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 GravesThe 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.Item Scientific literacy in a 5E secondary science classroom(Montana State University - Bozeman, College of Letters & Science, 2021) Hall, Emily Martin; Chairperson, Graduate Committee: Greg FrancisAs a secondary Earth Science teacher, I noticed my ninth-grade students focused on learning content but were less proficient reading and summarizing scientific articles, assessing scientific sources, and applying what they learned in the classroom to the real world. I wanted to prioritize these three foundational parts of scientific literacy in my ninth-grade Earth Science classroom. To focus on building scientific literacy, I conducted an action research project incorporating current events into the 5E instructional model in the ninth-grade Earth Science classes at Oceanside High School in Rockland, Maine. Throughout two 5E units, students watched news clips, read scientific articles, wrote minute papers, and connected what they were learning to what was happening in the real world. Lessons asked students to assess sources, summarize what they read, and learn about the scientific research related to the topics. I measured growth using interviews, surveys, assessments, and minute papers before and after the two 5E units. Students who attended at least 80% of classes were included in the data (N=46). The minute paper indicated medium growth in student ability to summarize sources. The Scientific Source Validity assessments showed an increase in the mean number of qualifications students used to assess source validity. Organizing interview responses by themes indicated 20.45% more students mentioned that current events helped them connect what they were learning to the real world and 8% more students expressed a desire to learn more after the two 5E units. At the end of my action research, there was positive growth in scientific literacy skills after incorporating current events into the 5E model. Students were more able to assess sources and understand the reason why, they were more specific in their summaries, and they were more excited to learn more about science and make connections.Item The effect of introduced literacy strategies on the use of academic content vocabulary in a high school biology classroom(Montana State University - Bozeman, College of Letters & Science, 2019) Hollabaugh, Zabrina Diane; Chairperson, Graduate Committee: Greg FrancisThe implementation of selected literacy strategies provides content-based resources for students in a high school biology class to better understand the scientific vocabulary. Throughout the course of this research students utilized two type of graphic organizers, science vocabulary awareness chart and double bubble compare and contrast, as well as one type of study model, SQ3R, with the goal of achieving a better understanding of the scientific vocabulary. In particular vocabulary involved with the concepts of DNA, Ecology, and Evolution. The concept of Mendelian genetics was used as the comparison concept for the data analysis. This research study showed an increase in student confidence in regards to their ability to read the text while utilizing the literacy strategies. Though there was no significant statistical improvement on their assessment scores, student participation increased as they gained confidence while using the literacy strategies. The students indicated that the study model, SQ3R, was their preferred literacy strategy as it allowed them to critically process the vocabulary and concepts they were reading.Item Word power! How vocabulary instruction impacts the 10th grade biology class(Montana State University - Bozeman, College of Letters & Science, 2019) Christensen, Liesel Bennion; Chairperson, Graduate Committee: Walter WoolbaughHigh school science classes are heavy in content-specific vocabulary. Many students, particularly those who have lower reading abilities, have a difficult time answering the summative assessment questions because they cannot understand what the questions are asking. However, vocabulary instruction is often boring, ineffective, and time consuming. My purpose in conducting this classroom research project was to make realistic and sustainable changes to my vocabulary instruction using purposeful, effective, and engaging methods. In this study, students were taught vocabulary through the 'non-traditional' process of prioritizing vocabulary lists, coordinating morphemes, introducing words in context, explicit instruction through engaging activities, and teaching comprehension rather than memorization. The effect on assessment scores and student attitude were measured using pre and post-tests, surveys, content exams, and a teacher journal. Qualitative and quantitative data results suggest an increase in student content assessment scores and a positive effect on student attitudes.Item The effect of literacy strategies in science content areas on redirections and assignment completion(Montana State University - Bozeman, College of Letters & Science, 2019) Holcomb, Shaunna; Chairperson, Graduate Committee: Walter WoolbaughLiteracy is essential to learning. Students with lower literacy skills, such as those in the process of learning English, need to be intentionally taught specific strategies in content areas, such as science. Such strategies can then be employed by the students to better learn content presented in the classroom. Students who struggle with literacy skills often mask their academic weaknesses with off-task behaviors. This study compared the use of critical reading strategies to the number of student redirections and on-time assignment completion occurrences. This study also looked at how the use of these strategies affected English Learners, if and how the literacy strategies affected student attitudes toward learning science, and whether there were correlations between attitude and assignment completion. Results indicate that the use of critical reading strategies in science decreases the number of necessary student redirections and increases the likelihood of students turning in assignments that are both complete and submitted on time.Item The Frayer method: teaching vocabulary in the science content area for middle school life science(Montana State University - Bozeman, College of Letters & Science, 2018) Tracy, Sue; Chairperson, Graduate Committee: Greg FrancisTeaching techniques that allow students to define new vocabulary words and then use them in science context is difficult and a challenge for many science teachers today. Ensuring their students get a good foundational background and can understand the information they read and to fully participate in class discussion is a key motivator. This action research project set out to design, implement and utilize the Frayer Model for vocabulary instruction and compare it to traditional means of vocabulary acquisition. Instead of having my students define vocabulary words from the text, I had students use the Frayer Model -- Graphic Organizer in vocabulary groups for the new terms they were required to learn. Students then had to demonstrate they could define and use the new terms contextually. Qualitative and quantitative data modes were utilized to collect data to analyze if the testing method made a difference to my students' understanding of vocabulary. Students were given a pre-test before new words were assigned and an identical post-test when the terms were learned. The pre- and post-tests data were compared using normalized gains to record growth in students' ability with definition and contextual use of terms. A paired t-test was then conducted with the normalized gains data to discover whether the changes were significant or chance. The comparison and post-implementation survey were administered to students. This qualitative, nonparametric data tool will be evaluated using a frequency method to determine the connections of student perceptions to students' desires to read. A vocabulary knowledge scale tool and a student-teacher post implementation survey were conducted to determine teaching efficiencies and inefficiencies. Analyzed data revealed no significant educational gains using the Frayer Method. Data also revealed students did not perceive a gain in their learning either, however, students did report they still wanted to use the graphic organizer. As the instructor, I gained an incredible amount of information about my teaching techniques and the importance of using multiple methods of vocabulary instruction in my classroom.Item The effects of increased literacy and comprehension in middle and high school science(Montana State University - Bozeman, College of Letters & Science, 2017) Parker, Cindee L.; Chairperson, Graduate Committee: Walter WoolbaughThis Action Research project studied how building literacy skills in middle and high school classrooms can help students better understand science content. Students read different science related materials in and out of class, as well as worked on breaking down text and vocabulary to improve comprehension of units studied in class. As students read and understood the content, they applied what they learned into relatable situations in their lives and in the world around them. By becoming better readers, students were also able to improve their written communication skills. Basic improvements on spelling and grammar were realized and individual achievements varied across the board.Item Effects of focused literacy techniques on scientific writing skills in the chemistry classroom(Montana State University - Bozeman, Graduate School, 2016) Listenik, Amy Claire; Chairperson, Graduate Committee: Peggy Taylor.The Common Core State Standards and Next Generation Science Standards have shifted demand towards literacy excellence. This project was designed to determine if dedicating a set amount of time each week to teaching and practicing literacy skills in a Chemistry classroom would increase student's scientific writing ability. Specifically, would students be better able to communicate scientific information using evidence, data, and content specific vocabulary terms. Formative assessments, peer reviewing, and discussion strategies were utilized over a six week period. The results indicate that these strategies are effective in increasing the writing ability of students in a science classroom. Additionally, students indicated a positive value of learning writing skills in a science classroom.Item The effects of using literacy-based learning strategies with a growth mindset intervention on students' performance on state standardized biology concepts(Montana State University - Bozeman, Graduate School, 2016) Forsythe, Kimberly Sue; Chairperson, Graduate Committee: Peggy Taylor.My goal as a teacher is to inspire students to become life-long learners and it starts with providing them with the tools and mindset in which they can use for life's challenges. Learning and test success can both be achieved when students are provided effective learning strategies and growth mindset in which they are more cognizant of how their brains and actions can lead to learning and success. A mindset is a belief system built on one's perceptions of ability and intellect. Students rarely have a chance to explore or change their personal beliefs about intellect and learning in a high-stake testing environment. The Pennsylvania State Keystone Biology Exam is a state mandated test that students are required to take at the closure of the Biology I course I taught to tenth grade students. This study investigated the use of a literacy strategy called, close reading (where students interact with the text) and a growth mindset intervention on student performance on biology concepts. It also investigated their attitudes and motivations during the intervention. Students' performance scores were greater with the intervention and their motivations were centered on effective learning strategies. Growth mindset and the literacy strategy, close reading, increased achievement and validated the choices of the students. Students were empowered to apply effort and work for self-improvement in the instructional setting. I followed the lead of the students and realized that it was gratifying to fill the role of facilitator instead of instructor. Growth mindset intervention and the close reading literacy strategy provided transferable skills and a belief system that students can use toward contributing to a society set in the information age.Item A new way to read : will implementing literacy strategies in the science classroom increase motivation and understanding(Montana State University - Bozeman, Graduate School, 2014) Thongvanh, LeAnn; Chairperson, Graduate Committee: Peggy Taylor.Looking to replace the routine of reading a textbook section and filling out worksheets, I wanted to find a way to get 7th grade science students engaged in the readings and motivated to understand the content. Pulling from various proven literacy strategies, I developed a process called Question, Read, Connect, Reflect (QRCR). During the treatment period of four weeks, students worked cooperatively to read five sections of the science textbook. Students started by previewing the text (question), reading the section one heading at a time (read), and using a concept web as a graphic organizer to identify main ideas (connect). The final portion of the process (reflect) had students constructing summaries of the section using the terms from their webs. Students also took time to think back on their participation, effort, and use of new information throughout the QRCR session. QRCR packets, which contained the concept webs and summaries, were analyzed and interviews were given at the end of the treatment. Students were given pre and post-treatment questionnaires to gain insight on students' use of various literacy and textbook skills. Questionnaires and comments on self- reflection forms were also used to track changing attitudes and thoughts on the QRCR process. Findings showed that the majority of the treatment group enjoyed the new reading process. Effort and motivation increased and gains in identification of main ideas as well as organization on concept webs were shown. Despite this, no gains were shown in summarizing skills nor were improvements in writing demonstrated.