Theses and Dissertations at Montana State University (MSU)
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Item Phenomena in high school chemistry(Montana State University - Bozeman, College of Letters & Science, 2020) Quackenbush, Thomas; Chairperson, Graduate Committee: Greg FrancisThis study aimed to determine the effect on student engagement and content mastery of using phenomena as a precursor to lab instruction. The study was conducted with 14 students in an 11th and 12th grade AP Chemistry class at St. Monica Academy. The treatment lab was preceded by a phenomenon activity and was compared to labs not preceded by phenomenon activities. Data collected from pre- and post-lab content tests, student interviews and surveys, and teacher observations suggested that using phenomena before labs significantly improved content mastery in some cases, but not all.Item Investigating reading strategies in a high school earth science classroom(Montana State University - Bozeman, College of Letters & Science, 2020) Webb, Mary Kohnstamm; Chairperson, Graduate Committee: Greg FrancisThe majority of science teachers consider reading to be an important skill for students to master yet most teachers agree that their understanding of how to teach the cognitive and metacognitive processes to increase student comprehension of scientific text is lacking (Yore, 1991). My goal was to address this gap in my pedagogy, by integrating four different reading strategies into my Earth Science curriculum. The primary purpose was to measure the students' comprehension of scientific text using four reading strategies. The secondary research questions investigated the change in student attitudes and self-confidence when using reading strategies, how choice impacted student comprehension, attitudes and self-confidence, and finally how including reading strategies impact my teaching practice. To answer these questions, students completed a Likert survey measuring student attitudes, self-confidence and beliefs towards reading. Then each reading strategy was taught, first by modeling for the entire group, then with small groups and finally each strategy was completed independently. Students completed assessments using word associations to measure student comprehension using each reading strategy. After students mastered each strategy, they began to choose which strategy to use when reading. The same Likert survey was administered at the conclusion of the study. The results showed that implementing a reading strategy increased student comprehension of scientific text to a statistically significant margin. However, there was no statistical significance when comparing student comprehension rates between each reading strategy. The scores between Likert surveys did increase significantly, however there was not a significant difference in student self-confidence when reading using a reading strategy. According to student interviews, choice was the largest factor to impact student behavior towards reading. The implications of the action research project finds that reading can be integrated into the inquiry process to create a more student centered approach to teaching.Item Teaching chemistry through real-world applications(Montana State University - Bozeman, College of Letters & Science, 2017) Littlejohn, Samantha Michael; Chairperson, Graduate Committee: Greg FrancisContext-based approaches to chemistry aim to increase student engagement and understanding by framing learning in a meaningful, real-world context. This study examined the effect of teaching high school chemistry in the context of environmental issues. The purpose of this study was to determine whether a context-based approach to chemistry improved conceptual understanding and desire for inquiry among learners. Content assessments, attitude and motivation surveys, and student interviews were conducted and analyzed to examine the effect of a context-based approach to chemistry.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 Impact of close reading strategies in chemistry(Montana State University - Bozeman, College of Letters & Science, 2017) Savastano, Guy David; Chairperson, Graduate Committee: Walter WoolbaughMany high school students have difficulty learning content by reading -- a key component of scientific literacy -- since they often lack the skills, confidence and motivation to read expository text. This study investigated the impact of close reading strategies on reading comprehension, attitude and motivation for textbook-based reading in chemistry, and the perceived utility of reading strategies for chemistry and other subjects. Students were taught three literature-based reading strategies -- a text and visuals scanning strategy, an annotation strategy, and a writing and dialogue strategy -- that addressed the pre-reading, during-reading and post-reading stages, respectively. During each three-week treatment phase, students learned a new reading strategy, and were given three reading challenges to practice the strategy. In a final treatment phase, students used all three reading strategies in concert. Data collection instruments included the Qualitative Reading Inventory (QRI) and Classroom Assessment Techniques (CAT) to assess comprehension, the Survey of Adolescent Reading Attitudes and Adolescent Motivation to Read Profile (AMRP) for attitude and motivation, a student survey for strategy usefulness, and individual interviews and a teacher reflection journal to appraise student and teacher experiences. This study found that reading comprehension improved significantly posttreatment as measured by the QRI, with an effect size in the large range. Analysis of CAT scores showed that only the post-reading stage writing and dialogue strategy resulted in a significant increase in reading quiz scores. Though student attitude towards reading the textbook was largely unaffected, both facets of motivation measured by the AMRP -- student's self-concept as a reader and student's value of reading -- increased significantly, with a small effect size. Over 90% of students agreed or felt neutral that all of the strategies helped them read the textbook more carefully and understand the chemistry textbook better, and students reported an even preference for reading strategies. A plurality of students agreed that the strategies learned in chemistry could be applied to English and social studies and 60% of students interviewed had already applied a strategy learned in chemistry to another subject. This study confirmed the value of teaching students scientific literacy skills related to reading expository text.Item The effects of homework study logs on chemistry students' attitudes, study habits, and learning(Montana State University - Bozeman, College of Letters & Science, 2017) Whalen, Jacob Michael; Chairperson, Graduate Committee: Greg FrancisThis classroom research project was an investigation into the efficacy of homework logs as a means to improve students' learning, study habits, and attitudes about homework. The study was conducted in an introductory chemistry course at St. Monica Academy high school with 20 students. Half the students maintained a homework log over the course of three units. Data collected from post exam assessments, student interviews, and surveys suggested that the logs improved students' focus, diligence and organization but did not significantly improve students' comprehension or understanding of the material.Item The effect of training in question generation on the development of better questions posed by seventh grade science students(Montana State University - Bozeman, College of Letters & Science, 2017) Tiboldo, Crista E.; Chairperson, Graduate Committee: Greg FrancisStudent generation of good questions provides many benefits for students, including active engagement in learning and development of their curiosity, as well as benefitting the teacher by providing him or her with insight as to the level of comprehension of the student, or enabling the class to dive deeper into content. But how can students develop good questioning skills? This study sought to explore how to develop good questioning skills in my middle school students by implementing the Question Formulation Technique (QFT), and examining how this training affected their ability to comprehend readings and answer open-ended questions. Two groups of students were included in the study, with one group participating in the QFT process throughout one unit of study, and the other group proceeding with traditional teacher-developed questions. Through comparisons between pre- and post-assessments, interviews, observations, surveys, and written assignments, instruction on question generation was found to improve the quality of students' questions, as well as improve their confidence in asking questions.Item Comparison of mathematical activities for gifted sixth graders(Montana State University - Bozeman, 1978) Vicevich, Alice Geraldine Murphy; Chairperson, Graduate Committee: James G. HauwillerItem Investigating viable arguments : pre-service mathematics teachers' construction and evaluation of arguments(Montana State University - Bozeman, College of Letters & Science, 2013) Nordby, Kim; Chairperson, Graduate Committee: Jennifer LuebeckThis research investigated pre-service secondary teachers understanding of the term viable argument a new term introduced with the Common Core Standards. The research investigated how they define and understand viable argument, how they construct arguments, and how they evaluate mathematical arguments. The research was conducted using semi-structured interviews with five pre-service teachers that have completed the majority of their mathematical coursework. The results showed that the pre-service teachers compared viable arguments to mathematical proof and they recognized both similarities and differences between these terms. The participants were found to have the understanding of proof, reasoning, and argumentation that will be needed to implement the recommendations of the Common Core Standards.Item Digital data collection and analysis : what are the effects on students' understanding of chemistry concepts(Montana State University - Bozeman, Graduate School, 2012) Swartz, Clinton Keith; Chairperson, Graduate Committee: Peggy Taylor.In this project, digital data collection and analysis methods were implemented to determine their effects on student understanding of chemistry concepts, data analysis and conclusion making skills, and motivation. Teacher attitude and motivation were also determined. The students included in the project were from a 10th grade chemistry class, which included 25 students. Students completed a non-treatment unit in which data collection and analysis were completed without the use of technology. Digital data collection and analysis were then added to experiments and class activities during two treatment units. The digital data collection and analysis tools included data collection interfaces and probes, graphing software and simulations. The non-treatment unit and treatment units were then compared to determine the effectiveness of the intervention. Students understanding of chemistry concepts, data analysis and conclusion making, and motivation increased slightly after the treatment units. Teacher attitude and motivation also showed an increase. This project showed that the use of digital data collection and analysis has positive effects on both the students and the teacher.