Theses and Dissertations at Montana State University (MSU)
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Item Connectedness with nature and implications for science learning(Montana State University - Bozeman, College of Letters & Science, 2022) Carter, Scott Andrew; Chairperson, Graduate Committee: C. John GravesConnectedness with nature is described as the subjective sense of relatedness one has with the natural environment. Individuals with high self-perceived connectedness with nature see themselves as part of, not separate from the natural world. Classroom observations and anecdotal evidence contributed to the hypothesis that connectedness with nature may impact science learning. The purpose of this study was to investigate connectedness with nature and its implications for science education. Identifying factors that influence connectedness with nature and investigating teaching strategies to enhance this characteristic in students were secondary goals of the study. The Nature Relatedness Scale (NRS) was employed in measuring the human-nature relationship through the course of the investigation. Other data sources included student interview, student achievement records, and student work samples. Satellite imagery was utilized in conducting greenspace assessments at sites surrounding each subject's home. A negative correlation between nature relatedness scores and science achievement was discovered, indicating a lack of association between the two variables in the sample (N=61). A relationship between tree canopy in the at-home environment and nature relatedness scores emerged, suggesting exposure to high-quality greenspace during childhood and adolescence may influence one's perception of nature. Finally, place-based learning strategies were shown to be successful in enhancing connectedness with nature in the study group of 12th grade environmental science students. Evidence compiled from the sample suggests students with high nature relatedness scores may differ from peers with lower values, particularly in what they bring to and take from science instruction.Item How do inquiry-focused nature walks influence pre-school students' understanding of their environment, engagement in nature, and emotional regulation?(Montana State University - Bozeman, College of Letters & Science, 2021) Kakuk, Camas S.; Chairperson, Graduate Committee: Greg FrancisThe purpose of this study is to discover whether there is measurable value in adding elements of nature school philosophy to a traditional Montessori preschool, even in an imperfect or transitional environment. Do inquiry-focused nature walks influence preschool students' understanding of their environment, engagement in nature, or emotional regulation? In this project I attempted to measure the impact of a daily inquiry walk, through several data streams: a parent survey, a nature inquiry checklist based on the NGSS kindergarten science standards, and by direct observation of nap and walk time and quality. Despite many setbacks and school closures, our initial findings suggest positive results in the areas of healthy sleep, knowledge and understanding of the natural world, and emotional and behavioral health.