Theses and Dissertations at Montana State University (MSU)

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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 Graves
The 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.
The impact of project based learning on student engagement and motivation
(Montana State University - Bozeman, College of Letters & Science, 2023) Johnson, Katrina Marie; Chairperson, Graduate Committee: C. John Graves
The purpose of this study was to determine the effect that a project based instructional method would have on student achievement and attitude towards science. Students were given a pre-unit survey regarding attitude and confidence in science as well as a pre-test to gauge content knowledge. During the study, the treatment group received instruction based heavily around projects, with students constructing model atoms and alternate periodic tables. The non-treatment group received instruction in a traditional format of lecture and class discussion. Throughout the study, both groups of students were given Claim, Evidence, Reasoning prompts to evaluate their understanding of concepts relating to atoms and the periodic table. Students were given the same survey and pre-test questions at the end of the unit to determine if project based learning had an effect. Students in the non-treatment group showed a greater improvement in confidence and post-test scores whereas students in the treatment group improved more in their critical thinking and reasoning skills.
The effect of inquiry-based learning in high school physics
(Montana State University - Bozeman, College of Letters & Science, 2023) Feldbruegge, Adam Frank; Chairperson, Graduate Committee: C. John Graves
The purpose of this action research was to analyze the effect of inquiry-based learning in the high school physics classroom. Specifically, this research analyzed the impact of inquiry-based learning on student ability to scientific reasoning and concept mastery within the units of motion, force, energy, and momentum. The non-treatment group received instruction with a partially flipped classroom approach, with assigned pre-lecture videos and lectures focused on direct application of the content; whereas the treatment group learned through inquiry and following the experiments, were guided with questioning and further labs to fill in conceptual gaps in the content. Pre- and post-test results were analyzed to measure normalized gains in both scientific reasoning and conceptual understanding. Surveys and interviews were analyzed to measure student interest and attitude. The results of this study revealed that the non-treatment group achieved higher normalized gains in conceptual understanding in the areas of force, motion, energy, and momentum; whereas the treatment group achieved higher normalized gains in their ability to reason scientifically. While the theory-practice gap is a real inhibitor to inquiry-based learning in the physics classroom, students were able to connect course content with real-life scenarios, resulting in an overall positive experience for students.
Science talk and CER writing
(Montana State University - Bozeman, College of Letters & Science, 2023) Mobley, Teresa Ellen; Chairperson, Graduate Committee: C. John Graves
Will the introduction of science argumentation and academic discourse impact writing scores in science as measured with Claim Evidence Reasoning (CER) writing assessments? This question was investigated by comparing groups of graduate students before and after exposure to techniques for argumentation in the science classroom. Scores of graduate student CER writing assignments from previous semesters were compared to scores of writings from students who had exposure to training and practice. Additionally, scores of participants' students were analyzed for changes after the teacher received some training on classroom discourse. Participants were introduced to meaningful, engaging prompts and techniques. They were asked to bring the techniques back to their own classrooms and asked to report any changes they saw in the writing of their students. Results of graduate student writing showed measurable difference when compared to graduate students from previous semesters without the same training. Data from classrooms showed more evidence-based responses compared to CER writing scores before techniques were used. Graduate students rated their confidence in science writing and teaching writing for science before and after exposure to techniques. Comparing pre- and post- Treatment survey results suggests no statistically significant difference. Data indicates that in the future, the MSSE program may benefit by including techniques in the coursework and that classroom teachers desire more training on techniques. Due to the limited sample size, it is recommended that additional research address the impacts of science discourse on student writing in the science classroom. The investigation showed promise regarding improvements in comfort levels for teachers in use of discourse and writing. Results indicate that an increased repertoire of techniques for teachers may lead to improved student writing skills.
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 Graves
The 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.
Claim, evidence and reasoning in the science classroom
(Montana State University - Bozeman, College of Letters & Science, 2021) Steele, Amy Leigh; Chairperson, Graduate Committee: Greg Francis
This Capstone Project's purpose was to examine the effects of an educational approach called Process-Oriented Guided Inquiry Learning (POGIL) on student abilities to create, identify, and understand different aspects of scientific argumentation. The research followed two middle school classes through the process of treatment, and inquiry labs where they engaged in argumentation in response to a guiding question. Students in grades six and seven investigated the differences among claim, evidence and reasoning in scientific argumentation. The research indicted low gains in identifying examples of argumentation components and creating written argumentation for both classes.
Impact of claim, evidence, reasoning instruction in the English classroom on argumentative writing in science and across the curriculum
(Montana State University - Bozeman, College of Letters & Science, 2020) Platt, Michelle L.; Chairperson, Graduate Committee: Greg Francis
Engaging in argumentation from evidence is a critical skill for participation as productive citizens in the 21st century enabling us to access the evidence in the world around us to make well-reasoned decisions about our lives, and the future of our country and world. The purpose of this study was to improve written explanations in the science classroom and other content areas by engaging the students' reasoning capabilities and improving student confidence in answering short answer questions. Instruction included introduction of the Claim, Evidence, Reasoning (CER) framework in the English language arts classroom to promotes mastery of argumentative writing in the science classroom and other content areas through the use of graphic organizers and accessible non-content-based lessons. To assess the impact of the instructional treatment, student writing samples were collected during traditional instruction pre, and post-treatment and evaluated by rubric as measurement of skill growth. Pre and post-treatment, students were asked interview questions and given a self-confidence survey to determine student confidence, attitudes, and motivation regarding writing short answer explanations. The results indicated that instruction with the CER framework in the English classroom significantly impacted the frequency of writing well-reasoned arguments in science and other subject areas while maintaining student confidence in writing.
What effect does the claim-evidence-reasoning framework have on teaching and learning in a middle school classroom?
(Montana State University - Bozeman, College of Letters & Science, 2020) Reamy, Allyson Tiffany; Chairperson, Graduate Committee: Greg Francis
A technique for evidence-based writing called claim, evidence, reasoning was integrated into a middle school science classroom to help students be able to gain the ability to explain not only what happened, but also why. This study analyzed the use of argumentation and the ability of students to make observations through their 9-week chemistry unit utilizing rubrics, student interviews, Likert surveys, and confidence surveys to gauge student success. The results indicated that students improved the quality of their responses on labs where they were prompted to write a claim, evidence and reasoning.
Variety of strategies used to teach data analysis and conclusion writing in Freshmen Physics
(Montana State University - Bozeman, College of Letters & Science, 2019) Shaaban, Lori; Chairperson, Graduate Committee: Greg Francis
Due to our data driven society, students should understand how to make sense of graphs and be able to apply them. Educators need to teach students how to analyze data, communicate that understanding, and pose new questions. The Next Generation Science Standards (NGSS) places a heavy importance on analyzing and interpreting data, constructing explanations, and engaging in an argument from evidence due to an increasing need for this skill in the labor force. Two classes of freshmen physics learned techniques in reading, analyzing, and interpreting data to understand physics concepts. They were taught how to spot trends in data tables as well as graphs and used www.desmos.com to find lines of best fit equations. They tried to understand what the equation represented and why the phenomena occurred. Then using their equation, they made a prediction and explained the reasons for their confidence in that prediction. Lastly, they thought of new experiments they could do based on this latest information and how businesses could use data similar. This is a modified version of the Claim-Evidence-Reasoning (CER) conclusion in science classrooms. Since many of the lab reports were done as a group, the action research assessed in this document was not done from students' experiments, but data provided on students' individual tests. Pre- and post-tests, surveys, interviews, and group discussions were reviewed. It was found many students began the course with the ability to make a prediction based on an equation. They quickly figured out how to spot patterns in the data to make a claim. However, the most challenging for students was to explain the phenomena and provide confidence in their prediction. Students did not say any one component was much harder or important than another. Students were overconfident in their ability to explain their confidence scientifically throughout the year. In all, students found a variety of activities helpful as they continued to grow throughout the year.
The effects of explicitly teaching Bloom's taxonomy and providing direct student practice in the high school science classroom to increase student success and confidence on higher-order thinking
(Montana State University - Bozeman, College of Letters & Science, 2018) Twitchell, Katherine Marie; Chairperson, Graduate Committee: Walter Woolbaugh
This action research study aims to address the lack of critical thinking skills present in students observed during my 7 years of teaching both in Madison, WI and Telluride, CO and within a variety of science courses. The intervention was formally carried out with a group of 9th grade students at Telluride High School in Telluride, CO. The study utilized a descriptive model. Biology students were taught the ideas of Bloom's Taxonomy and questioning levels, then asked to apply these levels numerous times over the course of six weeks in three separate research projects related to the units of DNA and Protein Synthesis, Genetics, and Taxonomy. Pre- and post- surveys, interviews, and critical thinking tests were used to collect data. Students also reflected on pre- and post- questions they asked in their notes and in watching short video clips, such as a TED talk. Students reported higher understanding of elements of Bloom's Taxonomy and a deeper understanding in the areas their topics focused on. They additionally made gains in critical thinking and advancing the categories of questions that they chose to ask and answer on related topics.

Theses and Dissertations at Montana State University (MSU)

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