Theses and Dissertations at Montana State University (MSU)
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Item Scientific literacy in a 5E secondary science classroom(Montana State University - Bozeman, College of Letters & Science, 2021) Hall, Emily Martin; Chairperson, Graduate Committee: Greg FrancisAs a secondary Earth Science teacher, I noticed my ninth-grade students focused on learning content but were less proficient reading and summarizing scientific articles, assessing scientific sources, and applying what they learned in the classroom to the real world. I wanted to prioritize these three foundational parts of scientific literacy in my ninth-grade Earth Science classroom. To focus on building scientific literacy, I conducted an action research project incorporating current events into the 5E instructional model in the ninth-grade Earth Science classes at Oceanside High School in Rockland, Maine. Throughout two 5E units, students watched news clips, read scientific articles, wrote minute papers, and connected what they were learning to what was happening in the real world. Lessons asked students to assess sources, summarize what they read, and learn about the scientific research related to the topics. I measured growth using interviews, surveys, assessments, and minute papers before and after the two 5E units. Students who attended at least 80% of classes were included in the data (N=46). The minute paper indicated medium growth in student ability to summarize sources. The Scientific Source Validity assessments showed an increase in the mean number of qualifications students used to assess source validity. Organizing interview responses by themes indicated 20.45% more students mentioned that current events helped them connect what they were learning to the real world and 8% more students expressed a desire to learn more after the two 5E units. At the end of my action research, there was positive growth in scientific literacy skills after incorporating current events into the 5E model. Students were more able to assess sources and understand the reason why, they were more specific in their summaries, and they were more excited to learn more about science and make connections.Item Using current science events in an eighth grade science classroom(Montana State University - Bozeman, College of Letters & Science, 2019) Mattus, Kathy Sue; Chairperson, Graduate Committee: Walter WoolbaughStudents become more engaged in science when they see a connection to their individual lives. Through the use of current science event articles, this study investigated the impact the articles had on student interest in science, academic achievement, and awareness of science related careers. Students were evaluated on summaries written, surveys completed, drawings made of scientists, and interviews given. Although the quantitative data showed very little difference in interest before and after the treatment, the qualitative data suggests reading the articles does increase students' interest in science and science related careers.Item Using current science articles to evaluate the effect on students seeing relevance of science in their everyday lives(Montana State University - Bozeman, Graduate School, 2016) Yourey, Melissa Louise; Chairperson, Graduate Committee: Peggy Taylor.In this classroom research project, current events were used to help students integrate environmental science concepts into their lives. The project focused on determining whether the use of current events influenced 'aha' moments, and if it influenced student learning. Students were given a relevant current events article to read during three separate units of study. Writing prompts followed each of the three articles. In order to evaluate the effectiveness of current events in the classroom, students were surveyed and interviewed, class discussion followed the writing prompts, teacher journaling took place, and the students were assessed on corresponding free response questions on the three units' summative assessments. Collected data suggests that currents events help students understand the relevance of science in their lives and also have a positive impact on student learning.Item How the use of current events in an earth science classroom affects student scientific literacy, content knowledge, and engagement(Montana State University - Bozeman, Graduate School, 2016) Tesiny, Kristin Joanna; Chairperson, Graduate Committee: Peggy Taylor.In my classroom I have noticed a disconnection between students' learning inside the classroom and world outside the classroom, although making connections outside the classroom is critical. My action research explored if current events in an Earth science classroom can increase students' scientific literacy, content knowledge, and engagement. Students were given instruction without using a current world event and with using a world current event. Through the use of multiple-choice tests, student surveys, observations to analyze how the instruction affects student scientific literacy, content knowledge, and engagement. The analysis shows that the only significant change in students is engagement during the current event instruction. Future action research plans would investigate how the use of technology can engage students, affect content knowledge, and build scientific literacy in students.Item The effects of formative assessments with targeted, real world, current events, and hands on activities on students' understanding of elementary school scientific concepts in an English language learning environment(Montana State University - Bozeman, Graduate School, 2013) Rocheleau, Christopher Cottam; Chairperson, Graduate Committee: Peggy Taylor.This study examined the effects of formative assessments with targeted, real-world, current events, and hands-on activities on students' understanding of elementary school scientific concepts in an English language-learning environment. The students used targeted, real-world, current events, and hands-on activities to facilitate their learning of scientific concepts. Many data collection instruments were used, including preunit, postunit, and delayed assessments, interviews, surveys, colleague observations, and a teacher's reflection journal. The study found students had a stronger grasp of the concepts after the treatment. However, the study showed mixed results regarding students' motivation.Item The effects of incorporating science journalism on science literacy(Montana State University - Bozeman, Graduate School, 2013) Troge, Kristina Jo; Chairperson, Graduate Committee: Peggy Taylor.This project was designed to investigate if incorporating components of science journalism into the daily schedule in a chemistry and physics classroom would impact an ELL student's science literacy skills. Interaction with current science news, article writing, and monitoring student progress were included in the treatment units. Student writing samples and communication demonstrated improvement in multiple components of science literacy as measured in this study.