Theses and Dissertations at Montana State University (MSU)
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Item Student experiences of interdisciplinary connections in high school science courses(Montana State University - Bozeman, College of Letters & Science, 2022) Yamagiwa, Nicole Collier; Chairperson, Graduate Committee: C. John GravesIn high school, students often perceive science as an independent entity, and many struggle to connect their current course of study between science classes and/or beyond the realm of science as a whole to increase overall relevance and connection to their lives. In order to engage students and create higher value and increase curiosity in science classes, students must be able to recognize science as a starting place for many interdisciplinary connections. This study investigated how and where students made connections between science classes and other subjects on a biweekly basis. This study also investigated in what formats students felt most connected to science and beyond. Concept Maps were used as a mechanism before summative assessments to visually evaluate how students made connections between the material they were learning as well as what was relevant to their lives. The results indicated that, out of four classes (Geology, Honors Geology, Biology, and Honors Biology), Honors Geology was the most connected as a class over the course of three Quarters of the school year. Students in non-honors classes were the least connected more often. Students felt most connected between scientific disciplines and connecting material outside of science through casual conversations, rather than homework, assessments, or projects. As a whole, however, the students felt more aware of science and its connections due to the implemented biweekly surveys.Item Investigating the efficacy of a collaborative evaluation model using visual research methods and concept mapping strategies to evaluate a professional learning program for teachers building competency in media literacy(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Vradenburg, Nicole Angeline; Chairperson, Graduate Committee: Sarah PenningtonThe purpose of this study was to investigate the efficacy of collaborative evaluation as a method for understanding and describing how a collaborative professional learning program for educators will improve their self-reported skills in media literacy while engendering them to deliberately employ media literacy practices in their lesson plans. The model investigated for this study had six phases and employed the use of surveys, collaborative discussion, and the creation of visual artifacts to gather descriptive data to answer research questions. This participatory approach to evaluation gave participating teachers the opportunity to evaluate the data alongside the researcher. The role of the researcher as the program evaluator and facilitator leveraged the collegiality and strong relationships developed over time to gather detailed data about the professional learning program and the self-reported growth in media literacy competency of the teachers. Facilitators of professional learning for teachers can employ a collaborative evaluation model to gather testimony form participants describing their experiences that will inform the design of future programs for teachers. Findings suggest that including teachers in the evaluation of the programs in which they participate is an effective evaluation strategy that increases the chances that the data collected will inform the future professional learning programs for teachers. This model is recommended for programs that are meant to support teachers in building their competency in a specific content area, such as media literacy, over time through collaboration with peers.Item Concept maps in middle school science(Montana State University - Bozeman, College of Letters & Science, 2020) Johnson, Trevor Adam; Chairperson, Graduate Committee: Greg FrancisThe focus question for this study was, How does the use of concept maps impact the learning of science content? Concept mapping is a strategy used by students to visually represent their learning and understanding through a detailed, hierarchical map. Early learners, such as middle school students, need a way to connect their prior knowledge with newly learned material. Ninety students participated in the study which included treatment and nontreatment subgroups. During treatment units, students were explicitly taught concept mapping to support science content. Pre and post unit tests, surveys, and interviews were processed via quantitative and qualitative data analysis. Results suggested that concept maps increased students' unit test scores, with an average normalized gain of .58 across all treatment groups. Survey questions showed mixed results, with increases and decreases for selected question groups. Concept maps were seen by students to be beneficial to learning science content.Item An investigation of four remediation techniques in the science classroom(Montana State University - Bozeman, College of Letters & Science, 2018) Rice, Jocelyn Mandy; Chairperson, Graduate Committee: Greg FrancisThe goal of this research project was to determine which of four teaching strategies was most effective as a remediation technique. The four strategies included table manipulatives, concept mapping, interactive science notebook journaling, and a flipped classroom approach. Over the course of eight instructional units, students were exposed to each strategy twice during a mid-day remediation and enrichment period called the GAELS period. The results of this investigation suggest that each of the four strategies were effective for improving students' test scores from pre to post-test for at least one unit, but some strategies worked better for one unit than another, sometimes producing a large normalized gain for one unit, and a negative normalized gain for another. Overall, concept mapping produced the largest gain from the study, 31%, when used with the cell transport unit.Item The impact of the 5E learning cycle on seventh grade life science students' learning and retention of science concepts(Montana State University - Bozeman, College of Letters & Science, 2018) Dalbey, Leslie Heather; Chairperson, Graduate Committee: Walter WoolbaughStudents participated in four instructional units related to genetics and the human body. Two treatment units were designed using the 5E Learning Cycle whereas two non-treatment units were designed using more traditional science teaching practices. To evaluate students' learning and retention of the science content the following data collection tools were utilized: pre-, post-, and delayed-post tests, performance assessments, and student generated concept maps. Results suggest that students made gains with both instructional methods but that there was not a clear distinction between which instructional style (5E or non-5E) was best.Item Concept mapping as an assessment of cognitive load and mental effort in complex problem solving in chemistry(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Shawli, Ahmed Shukri; Chairperson, Graduate Committee: Michael BrodyThis research is an exploratory, descriptive study of students' cognitive load and mental effort related to complex problem solving in high school chemistry. From a cognitive point of view, the complexity associated with problem solving in chemistry can be understood from the context of cognitive load theory (CLT). The objective of this descriptive research using five high school student case studies is to understand the cognitive load phenomena students encounter while learning subject matter that requires complex problem solving, specifically chemical equilibrium. This study employed a mixed methods multiple case study design, in which each participating student (n = 5) is conceptualized as a case. Each student case self-reported their mental effort on eight chemical equilibrium problems. The mean for each students' mental effort and problem solving was reported. Each student completed an equilibrium concept map which was scored. The concept map scores are reported. The analysis compared mental effort score, quiz score and concept map score. There was an inverse relationship between mental effort and concept map score. The more complex the concept map (higher score) the less mental effort students report using to solve the problems. There was a positive relationship between mental effort score and quiz score; and a negative relationship between concept map score and quiz score. We believe these correlations indicate that the variables are related to cognitive load. Methodologically, we found that concept mapping is a valid assessment of cognitive load and mental effort. We believe that further larger studies are needed to substantiate these findings and explain how concept mapping can be used as a representation of cognitive load and student learning.Item The effects of incorporating student-made visuals daily in the junior high science classroom(Montana State University - Bozeman, Graduate School, 2015) Heyer, Sharon Annette; Chairperson, Graduate Committee: Peggy Taylor.This project implemented student-made visuals daily in the life science classroom. Students used Play-Doh, white boards, and concept maps to create visuals that reinforced the science concepts. The use of student-made visuals increased understanding and retention for most students, and equally as important, caused students to have a positive attitude toward science.Item A new way to read : will implementing literacy strategies in the science classroom increase motivation and understanding(Montana State University - Bozeman, Graduate School, 2014) Thongvanh, LeAnn; Chairperson, Graduate Committee: Peggy Taylor.Looking to replace the routine of reading a textbook section and filling out worksheets, I wanted to find a way to get 7th grade science students engaged in the readings and motivated to understand the content. Pulling from various proven literacy strategies, I developed a process called Question, Read, Connect, Reflect (QRCR). During the treatment period of four weeks, students worked cooperatively to read five sections of the science textbook. Students started by previewing the text (question), reading the section one heading at a time (read), and using a concept web as a graphic organizer to identify main ideas (connect). The final portion of the process (reflect) had students constructing summaries of the section using the terms from their webs. Students also took time to think back on their participation, effort, and use of new information throughout the QRCR session. QRCR packets, which contained the concept webs and summaries, were analyzed and interviews were given at the end of the treatment. Students were given pre and post-treatment questionnaires to gain insight on students' use of various literacy and textbook skills. Questionnaires and comments on self- reflection forms were also used to track changing attitudes and thoughts on the QRCR process. Findings showed that the majority of the treatment group enjoyed the new reading process. Effort and motivation increased and gains in identification of main ideas as well as organization on concept webs were shown. Despite this, no gains were shown in summarizing skills nor were improvements in writing demonstrated.Item Using concept mapping to enhance high school physics instruction(Montana State University - Bozeman, Graduate School, 2014) Sumner, Garold K.; Chairperson, Graduate Committee: Peggy Taylor.This study investigated the effects of using concept maps in the instruction of a high school physics class at a small classical Christian school. Eight students were the focus of the study on the level of understanding and long-term memory of physics concepts. The study also included student motivation, student engagement, as well as teacher attitude, motivation, preparation time and grading time. Students learned to identify concepts, hierarchically order concepts, and to relate the concepts to each other. The study was done comparing a two-week nontreatment unit on momentum to a two-week treatment unit on periodic motion and a two-week treatment unit on waves. In the treatment units, concept mapping was used interactively and cooperatively with the students in the classroom to show concepts and the relationships between the concepts. Various instruments were used including targeted assessments, student concept interviews, student surveys, colleague observations, and teacher observations were used for assessing the effects of concept mapping. The results of the study were mixed. Data indicated that concept mapping had a positive effect on the student level of understanding, student engagement and on teacher attitude and motivation. For long-term memory of concepts, the treatment unit on periodic motion was better than the nontreatment unit on momentum, but the treatment unit on waves was worse than the nontreatment unit. The effect on student motivation was neutral. The preparation and grading time took longer for the treatment unit, but the preparation was better. I look forward to incorporating concept mapping into my teaching style.Item The effects of using dichotomous keys with analogies on college students' understanding of biology concepts(Montana State University - Bozeman, Graduate School, 2011) Tillman, Robin Francis; Chairperson, Graduate Committee: Peggy Taylor.My introductory biology students are expected to acquire an extensive vocabulary and I have noticed that they often struggle to learn and make connections between the many Greek and Latin derived terms. This study investigated the effects of dichotomous keys with analogies on college students' understanding of concepts. Twenty adult students enrolled in one section of my Grade 12 equivalent biology course participated. A combination of quantitative and qualitative data collection tools were used to evaluate my intervention's impacts on understanding, long-term memory, and higher-order thinking skills. Data from the three treatment units were compared to one nontreatment unit during which only existing teaching methods were employed. Paired two-tailed t-tests were used to quantify any differences observed between the preunit, postunit, and delayed unit assessment scores. Student-generated works, and interview data obtained from low-, middle-, and high-achieving students, were compared to allow for triangulation of the data. Other forms of data collection were used to determine the effects of dichotomous keys with analogies on biology students' attitudes and motivation. Students' written comments on pretreatment and posttreatment attitude scales were compared to identify trends and outliers, while responses to Yes/No questions were quantified using chi-square analyses. In addition, teacher journaling and classroom observations by a peer observer were employed. The effects on my own teaching, time management, and attitude were assessed through the use of teacher attitude scales, journaling, and peer observations. The data indicate no significant improvement in students' overall conceptual understanding and higher-order thinking skills following the treatment period, but significant benefits were observed with respect to concept retention. Both lower-order thinking skills, and student and teacher attitudes and motivation, yielded mixed results. One group of students thrived during the prolonged use of dichotomous keys, while the other group became frustrated with, and disengaged from, its highly structured format.