Theses and Dissertations at Montana State University (MSU)
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/732
Browse
9 results
Search Results
Item The influence of the science stations approach in a sixth-grade earth and space classroom(Montana State University - Bozeman, College of Letters & Science, 2021) Snouffer, Stephanie Leanne; Chairperson, Graduate Committee: Greg FrancisThe purpose of this study was to determine the influence of the science stations approach in a sixth grade Earth and space classroom. Multiple intelligences, Next Generation Science Standards (NGSS), and student engagement were examined during research. A student sample of 28 sixth graders completed science stations in tangible and digital modes within nine units of the middle school Earth science curriculum. All units were taken into account to gauge science stations' effect on student engagement and multiple intelligences. A performance task map and pre- and post- tests covering the topics of plate tectonics, volcanoes, and the rock cycle were used to examine NGSS achievement. Students also completed a 'Getting to Know You' survey, Science Stations Student Self-Assessment Survey, and a Learning Preferences Interview. The stations utilized in this study were created by Kesler Science. Results showed that every multiple intelligence was represented in at least two stations, except for musical intelligence, covering a diverse group of learners. Nearly all of the science and engineering practices and cross-cutting concepts stated in the NGSS standards were represented in at least one station as well. Findings for student engagement expressed positive responses and higher completion rates for tangible modes. Additionally, students favored stations that involved illustrations and hands-on activities, but found reading and writing tasks undesirable. By the end of data analysis, it was determined that the science stations approach supported and strengthened multiple intelligences, NGSS standards mastery, and student engagement.Item Multiple intelligences : the effects of using activities that incorporate multiple intelligences in a college anatomy and physiology class on student understanding of concepts(Montana State University - Bozeman, Graduate School, 2015) Temple, Jennifer; Chairperson, Graduate Committee: Peggy Taylor.The students in Anatomy and Physiology II at Dawson Community College in Glendive, Montana are exposed to a lot of information in a short amount of time. The goal of this research was to see if there was an impact of incorporating multiple intelligences on student learning. Data was collected from pretests, posttests, delayed tests, surveys, written interviews, journaling, and colleague observations to determine if there was an effect on student understanding, long-term memory, attitude and motivation as well as teacher attitude and motivation. The results indicated that there was no effect between the non-treatment and treatment units on student learning, however there was an effect on long-term memory. Students and instructor evidence showed an effect on attitude and motivation throughout the research study.Item What are the effects of multiple intelligencece theory on middle school students' understanding of health enhancement and science concepts?(Montana State University - Bozeman, Graduate School, 2015) Van Zee, Adam Lee; Chairperson, Graduate Committee: Peggy Taylor.Twenty-two student in on section of middle school science were the focus of study on the effects of using Howard Gardner's theory of multiple intelligence to drive instruction on understanding middle school health enhancement and science concepts. Two nontreatment units were taught in a more traditional teacher-centered teaching style of teaching. The other three treatment units were taught using a variety of strategies driven by the theory of Multiple Intelligences. The data from the Multiple Intelligence Survey showed each students strongest learning style as well as the most challenging style of learning to learn from. The results from the assessment were then categorized by how each piece of curriculum was taught and then compared to the results from the Multiple Intelligence Survey. Due to the data collected from each teacher, the responses from the students within the surveys, and the data from the assessments the project revealed the value of using the theory of Multiple Intelligences to drive instruction.Item The effects of differentiated instruction based on multiple intelligences with AP chemistry students(Montana State University - Bozeman, Graduate School, 2014) Gibbs, Elaine; Chairperson, Graduate Committee: Peggy Taylor.This study investigated the utilization of differentiated instructional activities and lessons based on student' profile of multiple intelligences on understanding concepts, low-level achieving student understanding, delayed remembering, engagement of student and teacher perception. Students were grouped in homogeneous sets based on their highest intelligence for an introductory lesson and for subsequent lessons students worked collaboratively in integrated heterogeneous groups. The method of collection for data were assessments, concept interviews, student interviews, student surveys, student journal prompts, teacher journal, classroom observations by teacher and colleague, and teacher survey. The results were positive for the lower achieving group' understanding of concepts, engagement of the entire class, and teacher self-perception.Item Tapping into personal genius : the effect of applying self knowledge of multiple intelligences and preferred learning styles on student success in high school physics(Montana State University - Bozeman, Graduate School, 2013) Gerow, Lance Scot; Chairperson, Graduate Committee: Peggy Taylor.This study examined students' use of assessment tools to provide an indication of their relative multiple intelligences and preferred learning styles. Using this information, students chose study and revision methods best suited to their personal strengths and preferences to assist with physics concept internalization and employed them during a unit of study. Results indicate that performance and attitude toward physics improved.Item Using brain-based strategies to increase motivation, cognition and long-term memory of biology concepts(Montana State University - Bozeman, Graduate School, 2013) Gray, Rachel L.; Chairperson, Graduate Committee: Peggy Taylor.Brain-based education focuses on how we learn and the effects our emotions play in the learning process. This project looked at the effect of using brain-based strategies in the classroom on understanding, motivation, and long-term retention of biology concepts. This project spanned three units in two biology classes. The first unit was taught using traditional lecture, videos, diagramming activities, and PowerPoint shows. The other two units incorporated brain-based strategies such as team building activities, positive feedback, use of multiple intelligences, and student choice. Pre- and post assessments were used to evaluate student learning and constructed response essays were used to determine long-term retention of concepts. Student attitude surveys along with pre- and post interviews were used to determine whether there was an increase in motivation as a result of treatment. Overall, the use of brain-based strategies had a positive effect on student understanding, motivation and long-term retention of biology concepts as well as had a positive impact on the classroom environment and peer interactions.Item Homework that helps : identifying aspects of meaningful biology homework assignments : identifying aspects of meaningful biology homework assignments(Montana State University - Bozeman, Graduate School, 2012) Cameron, Robin A.; Chairperson, Graduate Committee: Peggy Taylor.Homework assignments were evaluated to see which types of assignments improved concept retention and increased the interest of diverse learners in introductory biology classes. The assignments were differentiated with attention to multiple intelligences, integration of the arts, non-textbook readings, and inquiry. The efficacy of these homework assignments was evaluated through a variety of instruments, including pretests and posttests, responses to journal prompts and surveys, and field notes. Students communicated that homework assignments were a valuable extension of classroom learning. They appreciated different types of homework assignments for varied reasons, including assignments they did not label as fun.Item How differentiated groups affect fifth grade science students(Montana State University - Bozeman, Graduate School, 2012) Foley, Ryan Carlton; Chairperson, Graduate Committee: Peggy Taylor.; Walter Woolbaugh was a co-author of this paper.This study is a description of an action research project conducted by a fifth grade teacher in order to improve collaborative work during science investigations in a setting of a high-needs, high-diversity classroom. Treatments for the study included complex instruction, flexible grouping, and team-building exercises. Research spanned 20 weeks between two classes of fifth grade students with a combined population of 95% free and reduced lunch eligible. Data collection included triangulated quantitative and qualitative measures including Likert-style student peer reviews, attitude surveys, pre and post student interviews, and teacher observations all used for analysis purposes. Results showed that when using prescriptive treatments tailored to students' multiple intelligence, students showed increased engagement during science lab times.Item Using Gardner's multiple intelligence theory to differentiate high school physics instruction(Montana State University - Bozeman, Graduate School, 2011) Fischman, Lane Ari; Chairperson, Graduate Committee: Peggy Taylor.The purpose of this project was to examine the effects of differentiated instruction on students' understanding of high school physics based on Gardner's multiple intelligence theory. The original premise was that some students are strong in some intelligences and weak in others. Each student started by learning the content in the areas they were strong in, and then using that knowledge to help them overcome the more challenging concepts. They then worked together with students from all of the intelligence strengths to show a greater understanding of the content and scientific skills. The data was collected using a combination of pre and posttests, surveys, observations, and concept maps as a part of individual student interviews. The results indicate that this approach has its merits but will need refinement to be implemented into the entire curriculum. Differentiation with respect to multiple intelligence theory appears to cause an increase in student understanding, attitude and motivation.