Theses and Dissertations at Montana State University (MSU)
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Item The effects of cooperative learning on Native American students' understanding of environmental science(Montana State University - Bozeman, Graduate School, 2014) Whitmer, Clinton; Chairperson, Graduate Committee: Peggy Taylor.This study investigated the effects of cooperative learning instruction on seven students' understanding of environmental science concepts. The students used in-class discussion, groups working together to perform lab activities, and students delivering the daily lesson. Various data collection instruments used included treatment and nontreatment testing, survey questions, and instructor observations, as well as motivation and attitude of the teacher. Results were mixed, as not all students agreed with its effectiveness on certain issues.Item Integrating Native American Mdewakantion Sioux culture with environmental science curriculum(Montana State University - Bozeman, Graduate School, 2014) Herdina, Kyle Lawrence; Chairperson, Graduate Committee: Peggy Taylor.Native American students struggle to form a connection to science education due to a lack of culturally relevant material. While many state teaching standards require educators to attend a cultural awareness course as part of the licensure process, there is a lack of culturally relevant materials available to educators. The need to develop culturally relevant resources that is engaging to Native American students has driven many educators to develop their own material. In this study, educators spent time researching and developing a cultural plant field guide to use within their environmental education and outreach program on the reservation. Participants were given questionnaires, content knowledge self-assessments, and structured interviews in order to determine their knowledge of cultural plants before and after the activity, what resources they relied on when identifying and researching cultural plants, as well as their perspective on developing their own resources. The results from the data collection methods showed that educators had minimal knowledge of cultural plants as well as minimal knowledge on where to locate resources on this subject. Their frustration in finding appropriate resources to utilize was notable and brought awareness as to a void that needed to be filled. While the educators expressed their desire to utilize existing resources to teach with they did note that the process of developing their own material provided them with a better background knowledge and confidence of the material as well as a the likelihood that they would utilize the material they created in the future.Item The effects of Promethean boards on student achievement(Montana State University - Bozeman, Graduate School, 2012) Schaub, Michele; Chairperson, Graduate Committee: Peggy Taylor.The purpose of the study is to evaluate the use of Promethean interactive boards when teaching math in a third grade classroom and its impact on students' knowledge of and self-confidence toward math. 1. Does the students' working knowledge of math increase when they are regularly involved in using the Pro-board for problem-solving, cooperative learning, and differentiated instruction? 2. Does students' self-confidence and enjoyment of learning math increase with the use of Pro-boards and cooperative groups? CONCEPTUAL FRAMEWORK. The goal of this literature review is to show the following: · The connection between how students learn and the use of technology, particularly the use of interactive white boards (IWBs). · To report on the teaching and learning approaches that best support the learning of Native American students. · To report on the teaching and learning approaches that best support the learning of children of poverty. · To point out the views of state and federal government agencies regarding the use of technology in the classroom, especially for mathematics.Item Effects of data-driven instruction and goal setting on science learning and test scores(Montana State University - Bozeman, Graduate School, 2012) Small, LaCee M.; Chairperson, Graduate Committee: Peggy Taylor.Data-driven instruction and goal setting are by no means new to the field of education. This study examined how data-driven instruction combined with student goal setting affected test scores and student engagement as well as how it affected my teaching practices. Analysis of surveys, test scores, journals, interviews and observation protocols indicate that while there was no significant improvement in student engagement in science as observed by teachers and self-reported by students, test scores did increase and students enjoyed the goal setting process and felt that it helped their learning.