Theses and Dissertations at Montana State University (MSU)
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Item In their own words and actions: a case study of STEM interest among rural youth in an informal program(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Westbrook, Elaine Marie; Chairperson, Graduate Committee: Jayne DowneyIn order to develop science, technology, engineering, and math (STEM) knowledge and solutions that address global concerns, there is a need to develop pathways to strengthen STEM interest among rural youth, especially girls. Previous research suggests that informal STEM programs can stimulate participant interest due to the absence of pressures from external assessment (Rogoff, et al, 2016). However, little is known about which instructional methods in an informal STEM program focused on place-conscious programming in a rural community will support the development of youth STEM interest. The purpose of this study was to examine the impact of three instructional methods (hands-on, role models, and culminating projects) on STEM interest development for rural youth, ages eight to twelve, in an informal place-conscious STEM program. Data were collected through observations, focus group interviews, and STEM interest surveys. Participants included youth (N=26) in grades 3rd through 5th grades attending two local schools in one rural community. Results indicated STEM interest increased through collaborative work, new knowledge, and action research. Results also showed gender differences in STEM interest development. Girls' STEM interest was heightened through seeing the personal relevance to their community, whereas boys' STEM interest was heightened through actively working together. This study contributes to the empirical literature regarding STEM interest, informal education, and instructional methods for rural youth. Recommendations are made for future studies.Item Measuring cognitive engagement and motivation in informal contexts(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Obery, Amanda Christine; Chairperson, Graduate Committee: Michael BrodyMiddle school (G5-8) students' cognitive engagement, motivation, and future aspirations in science were quantified within informal contexts (week-long summer camps) with self-reported measures of cognitive strategies, self-regulation, value, self-efficacy, and future aspirations over the course of two phases (N = 152, N =140). The participating middle school students engaged in one of two informal science summer camp opportunities. Informal science experiences may be places which participants can gain science-related capital in equitable ways. This study set out to test the growth in cognitive engagement, motivation, and future aspirations in science differed from students of varying genders, races, and socioeconomic statuses. Survey results over the course of two phases were analyzed via partial-least squares structural equation modeling to explore whether cognitive engagement and motivation predicted future aspirations in science, such as taking high school courses or pursuing a career in the sciences. As operationalized, cognitive engagement (cognitive strategies and self-regulation) and motivational (value and self-efficacy) constructs significantly predicted future aspirations in science (R 2 = 0.29, p < 0.05). Growth in cognitive engagement and motivation were also investigated to understand if students of different genders, races, and socioeconomic statuses have different experiences, with only small differences being uncovered. Results support the claim about the key role that cognitive engagement, motivation, and informal learning experiences may play to encourage future aspirations in science and show the ability of these experiences to foster the development of these skills in equitable ways. Better understanding cognitive engagement and motivation and how these are influenced by informal science experiences could improve the effectiveness of these interventions to foster students' future aspirations in science, a continuing societal priority, in ways that do not fall into the same patterns of inequality that seem to persist in formal education.Item Exploring how children use science process skills in a museum setting(Montana State University - Bozeman, Graduate School, 2014) Lundgren, Lisa Marie; Chairperson, Graduate Committee: Peggy Taylor.The Florida Museum of Natural History is constructing a new and improved Discovery Room for children. The use of science process skills such as observation, communication, measurement, classification, inference, and prediction had not been studied. In order to ensure scientifically appropriate stations in the new exhibit, research into how children use these skills was conducted in the existing Discovery Room. Children were observed and timed during their visit. Guardians of the children were interviewed or surveyed after the visit was completed. Analysis indicated that dynamic stations, such as the Wind Tunnel, enticed children more than static stations, like a wall-sized Memory Game. In order to ensure success in the Discovery Room that will be constructed in 2015, the Discovery Room should feature dynamic stations that engage science process skills such as prediction and inference.Item Coming of age : an assessment of the status of adult education methodology in museums(Montana State University - Bozeman, College of Education, Health & Human Development, 1996) Sachatello-Sawyer, BonnieItem The informal classroom : evaluating the effects of a continuing medical education program on science learning and attitudes in medical students, residents and physicians(Montana State University - Bozeman, Graduate School, 2014) Guajardo, Lily; Chairperson, Graduate Committee: Peggy Taylor.Continuing medical education programs play an important role is disseminating current scientific and clinical information to our medical and health care community adult learners. This research study aimed to evaluate the effects of our education programs on science learning and attitudes, observe preferred learning environments and adult learning theories, and to update our evaluation process. The data revealed that learning method preference is dependent on the content of the education program, and that many of our programs, specifically those based on science concepts, followed that preference. Because many of our programs followed the preferred learning style for that specified content, we saw positive observations throughout those programs. This data will help to revitalize our programs, in turn, helping to meet our educational goals and those goals set forth for our members.Item Setting them up for success : investigating the efficacy of the Philadelphia Zoo's outreach educator training program, an informal science education project(Montana State University - Bozeman, Graduate School, 2011) Yordan, Andrea Gissing; Chairperson, Graduate Committee: Peggy Taylor.Irrespective of the forum in which they teach, it is necessary for all educators to receive proper training before they can truly be effective teachers. This study investigated the current methods used to train the outreach educators working in the Philadelphia Zoo's Zoo on Wheels (ZOW) department. Using a combination of employee surveys and quiz, and interviews, this study examined the three areas which outreach staff need to be trained in order to be effective educators: animal handling, scientific knowledge, and the development of teaching and presentation skills. The results indicated that areas with defined training protocols had the highest levels of educator confidence and efficacy. Outreach employees indicated that knowledge acquisition is the weakest area in terms of formal training, with educators being responsible for developing their knowledge base on their own.