Theses and Dissertations at Montana State University (MSU)
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Item The effects of teaching science fiction in conjunction with science content(Montana State University - Bozeman, College of Letters & Science, 2022) Sanches, Laura J.; Chairperson, Graduate Committee: C. John GravesThe purpose of this action research was to determine if teaching a science fiction novel in conjunction with science content leads to better retention. This was tested by having seventh grade students read the novel Maximum Ride by James Patterson in their English Language Arts class at the same time that they were studying genetics and evolution in their life science class. Data was collected both quantitatively through pre and posttests as well as a final exam. Qualitative data was collected by student surveys. After the research had concluded, the quantitative data was inconclusive as to if there was an advantage in reading the novel while learning the content. However, both students and teachers saw an increase in attitude and learning during the treatment units.Item Becoming a culturally and linguistically responsive science teacher: a descriptive study(Montana State University - Bozeman, College of Letters & Science, 2020) Kirkpatrick, Erin Alexandra; Chairperson, Graduate Committee: Greg FrancisThe impact of culturally and linguistically responsive teaching was measured in a middle school science classroom. Student surveys, instructional coach observations, student interviews, and a teacher journal were used to collect data. The results indicate a positive increase in student engagement, and the teacher developed a deeper understanding of student cultures and behaviors.Item The impact of testing format and reflection on student perceptions of science(Montana State University - Bozeman, College of Letters & Science, 2018) Van Valkenburg, Elise Michelle; Chairperson, Graduate Committee: Greg FrancisPart of education is assessment of student content knowledge. For years, this has been conducted using a standard set of question types organized by type which makes data analysis and interpretation cumbersome. The purpose of this study was to investigate whether question organization of summative assessments would impact student performance and perception of performance. Additionally, does teacher led item analysis of assessment results impact student perception of their science content knowledge. Students were assessed at the end of the first two units of the year, ecology and cells, with questions ordered by type and topic respectively. Following each test, students completed feedback and Likert surveys along with teacher-led item analysis. The results indicated that student perceptions improved with item analysis, however performance and perception of performance were independent of the organization of test questions. This action research showed that teacher-led item analysis can provide valuable insights for students and that the organization of test questions does not impact performance, but it does provide insights to both the educator and the student.Item The Frayer method: teaching vocabulary in the science content area for middle school life science(Montana State University - Bozeman, College of Letters & Science, 2018) Tracy, Sue; Chairperson, Graduate Committee: Greg FrancisTeaching techniques that allow students to define new vocabulary words and then use them in science context is difficult and a challenge for many science teachers today. Ensuring their students get a good foundational background and can understand the information they read and to fully participate in class discussion is a key motivator. This action research project set out to design, implement and utilize the Frayer Model for vocabulary instruction and compare it to traditional means of vocabulary acquisition. Instead of having my students define vocabulary words from the text, I had students use the Frayer Model -- Graphic Organizer in vocabulary groups for the new terms they were required to learn. Students then had to demonstrate they could define and use the new terms contextually. Qualitative and quantitative data modes were utilized to collect data to analyze if the testing method made a difference to my students' understanding of vocabulary. Students were given a pre-test before new words were assigned and an identical post-test when the terms were learned. The pre- and post-tests data were compared using normalized gains to record growth in students' ability with definition and contextual use of terms. A paired t-test was then conducted with the normalized gains data to discover whether the changes were significant or chance. The comparison and post-implementation survey were administered to students. This qualitative, nonparametric data tool will be evaluated using a frequency method to determine the connections of student perceptions to students' desires to read. A vocabulary knowledge scale tool and a student-teacher post implementation survey were conducted to determine teaching efficiencies and inefficiencies. Analyzed data revealed no significant educational gains using the Frayer Method. Data also revealed students did not perceive a gain in their learning either, however, students did report they still wanted to use the graphic organizer. As the instructor, I gained an incredible amount of information about my teaching techniques and the importance of using multiple methods of vocabulary instruction in my classroom.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 The effects of feedback in biomedical science(Montana State University - Bozeman, College of Letters & Science, 2018) Cleary, Christine C.; Chairperson, Graduate Committee: Greg FrancisThe goal of this research project was to determine if feedback had an effect on students' academic achievement in a principles of biomedical science course. Students participated in two treatment units and two non-treatment units that alternated. During non-treatment units, students were only given academic grades and did not receive peer or teacher feedback on assignments, papers, or projects. During treatment units, students received teacher feedback on papers and projects, had assignments peer edited before submission and there was small group or one on one conferencing with students to clear up misconceptions. The results of this study suggest that feedback increased student achievement in principles of biomedical science and students had a new mindset toward the purpose of feedback in the classroom.Item Promoting inquiry-learning through the use of interactive science notebooks in seventh grade life science(Montana State University - Bozeman, College of Letters & Science, 2017) Morton, Jamie Lynn; Chairperson, Graduate Committee: Greg FrancisThe purpose of this study was to determine if the use of interactive science notebooks in a high school setting would enrich student learning and performance on Next Generation Science Standards, Idaho state Common Core ELA standards, and content objectives in Environmental Science. Four sections of students, totaling 99, were used in the study. Two sections worked for eight weeks on two curricular units using the ISN, while two sections continued using autonomous methods already in place from the previous semester. All students participated in pre- and post-testing of content objectives and constructed response items, and took a Likert survey to measure attitudinal/motivational differences between the groups. Results suggest use of the interactive science notebook led to gains in student scores on constructed response items, but significant differences in performance on the post-tests do not demonstrate increases in student achievement related to the use of the ISNs. There was also no demonstrable effect on student attitudes toward science.Item Using menus as a differentiation technique in small multilevel life science and physical science classrooms(Montana State University - Bozeman, College of Letters & Science, 2017) Martin, Diane Marie; Chairperson, Graduate Committee: Walter WoolbaughDifferentiating instruction for classes that include a diverse group of learners can be challenging. In this research project, the use of menus as a differentiation method was studied with two classes at a small, rural school. The first class studied was a 7th-8th grade life science class of 11 students, the second was a 9th-grade physical science class of seven students. Each class was taught four separate units. In two of the units, students were given a list-style menu of activities from which they selected a certain number of their choice to demonstrate their mastery of the unit objectives. The other two were taught using a more traditional mixture of mini-lectures, labs, and written activities in which the entire class received the same assignment. Student mastery of unit objectives, student attitudes towards science in general and their class in particular, and the effects of this teaching method on the classroom teacher were investigated using a range of data collection methods including pre- and post-unit assessments, student written surveys, student oral interviews, and a teacher journal. Although no significant overall trends in student content mastery were observed during this research, the performances of some individual students in both classes were affected negatively by this technique, while others showed a slight improvement in mastery during the treatment units. The majority of students liked having the ability to choose activities and be responsible for their own learning. The researcher intends to use a modified form of the menu-style units in the future, perhaps with a more limited scope and shorter time frame.Item Process oriented guided inquiry learning (POGIL) in high school biology(Montana State University - Bozeman, College of Letters & Science, 2017) Chase, Derek Alan; Chairperson, Graduate Committee: Greg FrancisThe study investigated the efficacy of Process Oriented Guided Inquiry Learning (POGIL) in a high school biology class when compared to a traditional teacher centered lecture approach. Data was collected through biology assessments, questionnaires, interviews, and class observations. Two classes participated as both the treatment and comparison group for two units each. Results suggest that POGIL is an effective teaching approach when implemented correctly that can improve student performance, increase class engagement, and foster positive attitudes towards learning biology.Item The effects of reflection and revision cycles on student engagment in high school life sciences courses(Montana State University - Bozeman, Graduate School, 2015) Thum, Johannes Cody; Chairperson, Graduate Committee: Peggy Taylor.This study aimed to measure changes over time in student engagement and student perceptions of course assessment when high school life sciences students were allowed to use "Reflection and Revision Cycles" to reflect on what they were doing well, what they could improve upon, and what their plans were for improvement. Sixty-four students of various ages and in various courses from ninth- to twelfth-grade took part in the Reflection and Revision Cycle exercises throughout the winter term. Data was collected via series of surveys, interviews, focus groups, and anonymous questionnaires during the intervention/treatment period that all asked students to think about their own engagement in the course, and how they perceived the assessment structure of the course. The collected data failed to directly support the idea that student engagement and positive perceptions of course assessment would both increase over the course of the treatment. However, the more open-ended data instruments such as interviews and focus groups provided much evidence that the inclusion of Reflection and Revision Cycles specifically, and self-assessment and alternative assessment practices in general, can be important drivers of student engagement and perceptions, and that they will be important additions to my classes going forward.