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 The impact of integrating Next Generation Science Standards and environmental literacy curriculum(Montana State University - Bozeman, College of Letters & Science, 2021) Hill, Joyce Margaret; Chairperson, Graduate Committee: Greg FrancisNext Generation Science Standards provide a framework to develop students' understandings of science ideas, using scientific practices to make sense of natural phenomena. The environment offers a meaningful context to develop these important ideas. However, there are few resources that effectively integrate both the science and environmental standards. This study was part of an ongoing initiative to develop lesson sequences that could be used K-12, created by teacher leaders and informal science educators. The research question focused on the impact of integrating curriculum on students' science understandings and attitudes about nature and environmental stewardship. During Spring 2021 the lessons were taught as part of a pilot. For this study, students participated in a pre and post survey. A sample of student work as well as student interviews were part of the data collected. Results indicated that the lessons supported students' science understandings and affected their attitude towards caring for the environment. Local environments can provide meaningful contexts for important science ideas and bring science alive for students. Increasingly, the environment and human activity will be an important issue to understand better.Item Place-based and student-led climate change instruction in the science classroom(Montana State University - Bozeman, College of Letters & Science, 2021) Rendla, Elexa Deidre; Chairperson, Graduate Committee: Greg FrancisClimate change is a global problem affecting everyone living on Earth. In Florida specifically, intense hurricanes are becoming a familiar event. In response to this phenomenon, I designed hurricane lessons to help students understand the link between climate change and increased hurricane intensity. I used place-based and student-led lessons. During these lessons, 14 students attended in-person and 16 students attended online, which was an option for students during the Covid-19 pandemic. In the Hurricane Webquest, students learned about the structure of hurricanes, tracked Hurricane Irma and read about the link between rising sea-surface temperatures and hurricane intensity. For the Thermodynamics PhET Labs, students investigated the links between climate and heat, and energy transfer. In the Thermodynamics Mini-Project, students looked at how thermal energy can be converted into kinetic energy in hurricanes. Finally, in the Hurricane Building Codes Assignment, students investigated local buildings and how they met the Florida hurricane building codes. Both before and after the hurricane lessons, students participated in the Hurricane Likert Survey and took a Hurricane Knowledge Test. Some students also participated in final interview questions once the lessons were concluded. Students indicated in both pre- and post-surveys that they were aware of climate change. After the hurricane lessons, students reported a greater understanding of the relationship between climate change and hurricanes. After students completed the Hurricane Building Codes Assignment, they were better able to articulate their reasons for evacuating or staying during a hurricane. When in-person and online students were compared, their greatest difference was in-class participation. Students attending in-person participated in classroom discussion, and those who attended from home stayed silent.Item The effect of place-based experiences on science identity, attitude, and achievement in a remote learning advanced placement environmental science classroom(Montana State University - Bozeman, College of Letters & Science, 2021) Faxon, Briana Leigh; Chairperson, Graduate Committee: Greg FrancisStudents in science courses are routinely consumers of science and are less often producers of scientific work. In this action research project, Advanced Placement Environmental Science students engaged in place-based lessons remotely while asynchronously developing authentic research projects that impacted their local ecosystems. This work was delivered to stakeholders within the community. Scientific questioning, graphing, and explanations, as well as surveys and interviews were used as data collection instruments throughout remote learning. The results suggested that place-based learning experiences helped students increase their skills in scientific questioning and explanations, their science identity, and their attitudes towards science. Students' sense of place was minimally changed. Results indicate the need for place-based and hands-on learning to increase students' attitude, aptitude, and identity, especially during stressful pandemic remote learning situations.Item Studying science in the outdoors influences student interest, engagement, and cognition(Montana State University - Bozeman, College of Letters & Science, 2021) Dean, Kimberly Jane; Chairperson, Graduate Committee: Greg FrancisLack of motivation and engagement are common problems among middle school students. In addition, I am often shocked to hear how many of my students have never visited any of the six ski resorts less than an hour's drive away, never gone canoeing, no time spent hiking, camping or participating in the kinds of outdoor activities that our state, Utah, is famous for. The lack of time spent in the natural world can inhibit students' understanding of their local environments and their ability to connect what they are learning in science classes with outdoor and relatively natural ecosystems. The purpose of this study was to determine the impact of streamside field experiences on the engagement of middle school students. Sub questions investigated if studying Utah's watersheds and water quality issues in the field and the classroom helped students increase their knowledge and awareness of water quality and water science and whether time spent in nature impacted students' attitudes about protecting streams. The research followed eighth grade students through three field trips, one snowshoeing at a local mountain campground, and two monitoring water quality and canoeing at a local river. Data collection included pre and posttests, science motivation questionnaire, science attitude survey, student interviews, and a teacher's journal. Data collection was collected before and after treatments to monitor changes throughout the process. The research indicated that there was a positive relationship between my response variables: student interest, engagement, and achievement and my intervention variable of: time spent learning science outdoors.Item Interpreting the impact of bioregional curriculum design: measuring sense of place in high school science students(Montana State University - Bozeman, College of Letters & Science, 2019) Dille, Victoria Christine; Chairperson, Graduate Committee: Greg FrancisThe purpose of this study was to gain insights into the relationship between bioregional curriculum design, place-attachment, and ecological awareness in high school science students. Research questions were as follows: (1) Does bioregional curriculum affect place-attachment in high school science students? (2) Does a bioregional approach to studying environmental issues affect local ecological literacy--including shifting ecological awareness and an understanding of local stewardship and conservation topics? (3) What attitudes do students have towards learning experiences informed by bioregional curriculum design? Pre- and post-semester surveys, interviews, performance assessments and a mapping exercise were used as data collection instruments. Data were processed using qualitative and quantitative analysis strategies. The results suggest that students made gains in place-attachment and ecological awareness and had formative learning experiences tied to the curriculum.Item The impacts of place based education in a middle school science classroom(Montana State University - Bozeman, College of Letters & Science, 2018) Tinder, Cathleen; Chairperson, Graduate Committee: Greg FrancisPlace-Based Education is grounded in teaching and learning in the immediate environment, fostering students' connection to place, creating vibrant partnerships between schools and communities. Lesson plans are focused on local topics, and learning is focused on the natural settings around the school or community. Place-Based Education seeks to remedy the consequences of students having less exposure to the natural world, due to digital screen time saturation. This is particularly relevant to science education, and to instilling a love of science and nature in children. This study was conducted on 33 sixth graders at Sea Crest School, an independent school in the San Francisco Bay Area. PBE-focused curriculum was implemented in partnership with the National Park Service, measuring whether PBE had more of an impact on (1) science comprehension, (2) curiosity about and connection to the local landscape, or (3) curiosity and interest in the subject matter. Quantitative measurements included a pre-and post-test and Likert survey, and weekly assessments during the six-week unit, which cycled equally between PBE and traditional inquiry. Qualitative measurements included student interviews, field investigation journals, and post field trip reflections. The results indicated that PBE had the greatest impact on science learning, with substantial positive gains in connection to environment/sense of stewardship, and curiosity and interest in subject matter.Item Engineering stewardship for the inland northwest(Montana State University - Bozeman, College of Letters & Science, 2018) Savage, Laureen J.; Chairperson, Graduate Committee: Greg FrancisThis investigation analyzed utilization of an environmental engineering challenge to increase perceptions of stewardship. Integration of place-based natural resources allowing for personalization and connection was included in the research strategy. Additionally, computer coding and other technologies were incorporated to support a multi-faceted, human-centered design, socio-scientific project. Data collected in this study suggests increased environmental awareness and responsibility for natural resources within the test group of ninth grade students.Item The effect of place-based education on achievement, attendance, and environmental attitudes in a high school environmental science classroom(Montana State University - Bozeman, College of Letters & Science, 2018) Day, Nathaniel Rush; Chairperson, Graduate Committee: Greg FrancisPlaced-based education is the idea of using local contexts as a starting point for classroom learning. This study aims to evaluate a new program's effectiveness at increasing student attendance, attitudes towards the environment, and academic achievement through a place-based study of the environment. In an 11th grade environmental science class, ten students carried out year-long investigations at a 300-acre parcel of land set aside for conservation. The results indicated that the treatment improved student perception of school but did not increase actual attendance rates. Sixty percent of students in the treatment either met or exceeded the state standards as evaluated by the Oregon Assessment of Knowledge and Skills, and student views of the environment remained high throughout the treatment.Item Cultivating young minds and a sense of place through teacher professional development(Montana State University - Bozeman, Graduate School, 2016) Vercoe, Emily; Chairperson, Graduate Committee: Peggy Taylor.This project is a professional development experience for educators at Colegio Monte Verde, a primary school serving students from ages three to twelve in Castro Chile. It addresses integrating agroecology, a form of place-based education, into the school curriculum for the 2016 school year, beginning in March. It consisted of four phases: educator curriculum and content development onsite at Centro de Education y Tecnologia Chiloe's experimental farm, summer on and off-site professional development for educators, modeling teaching strategies and content with students, and a presentation of learning in which teachers shared their own place-based lessons. The study is designed to explore how agroecology can be used as a teaching tool to help students better understand the world around them and look at their community as a living laboratory.