Theses and Dissertations at Montana State University (MSU)
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/732
Browse
10 results
Search Results
Item Place-based and student-led climate change instruction in the science classroom(Montana State University - Bozeman, College of Letters & Science, 2021) Rendla, Elexa Deidre; Chairperson, Graduate Committee: Greg FrancisClimate change is a global problem affecting everyone living on Earth. In Florida specifically, intense hurricanes are becoming a familiar event. In response to this phenomenon, I designed hurricane lessons to help students understand the link between climate change and increased hurricane intensity. I used place-based and student-led lessons. During these lessons, 14 students attended in-person and 16 students attended online, which was an option for students during the Covid-19 pandemic. In the Hurricane Webquest, students learned about the structure of hurricanes, tracked Hurricane Irma and read about the link between rising sea-surface temperatures and hurricane intensity. For the Thermodynamics PhET Labs, students investigated the links between climate and heat, and energy transfer. In the Thermodynamics Mini-Project, students looked at how thermal energy can be converted into kinetic energy in hurricanes. Finally, in the Hurricane Building Codes Assignment, students investigated local buildings and how they met the Florida hurricane building codes. Both before and after the hurricane lessons, students participated in the Hurricane Likert Survey and took a Hurricane Knowledge Test. Some students also participated in final interview questions once the lessons were concluded. Students indicated in both pre- and post-surveys that they were aware of climate change. After the hurricane lessons, students reported a greater understanding of the relationship between climate change and hurricanes. After students completed the Hurricane Building Codes Assignment, they were better able to articulate their reasons for evacuating or staying during a hurricane. When in-person and online students were compared, their greatest difference was in-class participation. Students attending in-person participated in classroom discussion, and those who attended from home stayed silent.Item A study of the impact of socratic seminars on a sixth-grade science classroom(Montana State University - Bozeman, College of Letters & Science, 2019) Smith Piasecki, Fiona Alyse; Chairperson, Graduate Committee: Greg FrancisNot only do we expect our future scientists to have a deep understanding of science content, but we expect them to be able to communicate these ideas. Previous research shows that student-led classroom discussions not only encourage the development of critical thinking skills and a depth of knowledge, but they teach scientific discourse practices and aid in academic language development. This study investigated the impact of preparing for and participating in Socratic Seminars on the depth of student content knowledge. Additionally, it aimed to determine the impact of Socratic Seminars on student confidence with science content and the achievement gap between English Language Learner (ELL) and non-ELL students in a 6th grade science classroom. To make this determination, every other science unit included a Socratic Seminar as an extension activity. To examine the effect of Socratic Seminars on content knowledge and the achievement gap, the study compared the results of end of unit content assessments, Socratic Seminar scores, and student interviews. To measure student confidence, the study compared student responses on end of unit reflection surveys, weekly reflections, and interviews. Quantitative results indicated no impact of Socratic Seminars on student's depth of knowledge of science content or in closing the achievement gap and mixed impact on student confidence. However, qualitative results indicated an increase in content knowledge and confidence for all students. Although this study provided mixed results as to the impact of Socratic Seminars on content knowledge, confidence, and the achievement gap, student statements and questions during seminars, in addition to interview results show that Socratic Seminars promoted deep exploration of ideas and had a positive impact on the Next Generation Science Standards, Science and Engineering Practices of Engaging in Argument from Evidence and Obtaining, Evaluating, and Communicating Information. They are therefore a valuable extension activity format in a science classroom.Item The effects of peer tutoring and cooperative learning in an inclusive chemistry classroom(Montana State University - Bozeman, College of Letters & Science, 2019) Olson, Leo Brennan; Chairperson, Graduate Committee: Greg FrancisThis classroom research project examines the effects of targeted peer tutoring and cooperative learning strategies in the high school chemistry classes based on academic and social outcomes for students with and without disabilities. A Treatment Unit consisted of three weeks of instruction using peer tutoring and cooperative learning strategies. Students took a pre and post content assessment to measure academic gains during the Treatment Unit, which was compared to academic gains in a Non Treatment Unit. Students also took a pre and post survey on attitudes on learning styles and evaluating their preferences on peer tutoring and cooperative learning. Exit interviews were conducted with six students. Data was analyzed for two subgroups, students with disabilities (n = 6) and students without disabilities (n = 38), as well as for the entire research group (N = 44). The data suggests slight improvement in academic gains for students with disabilities in the Treatment Unit and no change for students without disabilities. Students responded positively before and after treatment to peer directed learning activities. Exit interviews demonstrated positive effects on interpersonal relationships in the classroom.Item Energy and work instructional strategies in general physics(Montana State University - Bozeman, College of Letters & Science, 2018) Tschanz, Chad M.; Chairperson, Graduate Committee: Greg FrancisIntroductory physics students have demonstrated unsatisfactory learning gains after traditional energy instruction. Energy instruction was adapted to include pictorial system diagrams, energy bar graphs, and interactive physical modeling. Learning gains of students who received adapted instruction was compared to students who received traditional instruction. Students who participated in the adapted instruction showed slightly greater gains in interpretation of lab data compared to those students who received traditional instruction. There was no significant difference in gains noticed on traditional assessments of work and energy concepts. No significant differences in preference for student-led interactive physical modeling over traditional instruction was found.Item The effect of ranking tasks and peer instruction in a mathematics classroom(Montana State University - Bozeman, Graduate School, 2016) Harvey, Ryan Harvey; Chairperson, Graduate Committee: Peggy Taylor.Conceptual understanding had regularly been an area of difficulty for students in my mathematics classes. In an attempt to improve conceptual understanding, this study examined the effectiveness of two pedagogical tools that I have used previously when teaching physics: ranking tasks and peer instruction. The use of ranking tasks has been shown to be successful in helping students understand concepts in the high-school physics classroom. In addition, peer instruction has been determined to be a pedagogical method that enhances student success. The main focus of this study was to determine if the use ranking tasks in a peer instruction environment increased conceptual understanding of mathematics. The treatment was comprised of several peer instruction ranking task activities throughout a unit on linear relations. The activities involved an individual completion of a paper-and-pencil ranking task followed by a small group discussion and re-completion of the task with group input. After both the individual and group phases, students were prompted to record the confidence they had in their answer. Data collection for this study included a pre- and post-concept test for the treatment unit and for comparison, a non-treatment unit as well. To triangulate the data, a questionnaire aimed at revealing student perceptions on ranking tasks, peer instruction, and mathematics in general was given post-treatment. Furthermore, several students were randomly selected to participate in an interview after the treatment was completed. Finally, each ranking task also yielded insight to the effectiveness of the treatment through the rate of successful completion and student confidence. The results indicated that ranking tasks were successful in improving student conceptual understanding. When combined with peer instruction, the effectiveness of ranking tasks was even more prominent. Due to these positive outcomes, peer instruction ranking tasks will be an activity that I will regularly implement in my future mathematics classes. On a more general level, peer instruction is a model that I plan to use more often to enable students to learn from themselves and succeed with each other.Item Using peer instruction to promote conceptual understanding in high school physics classes(Montana State University - Bozeman, Graduate School, 2015) Muise, Joseph Michael; Chairperson, Graduate Committee: Peggy Taylor.Students in many physics courses come away with a much stronger ability to solve problems than to explain things conceptually. This difference may largely be due to the way physics classes are traditionally taught. Peer Instruction has been developed to help bridge the gap between conceptual understanding and problem solving ability. This study introduced Peer Instruction to two classes of senior high school physics and monitored over the course of one unit. During instruction, conceptual multiple choice questions were presented and student responses were polled. For questions below a threshold percentage of correct responses, students were given the opportunity to discuss the question before it was re-polled. The use of Peer Instruction showed significant improvement in the conceptual performance of students, without affecting their problem-solving ability. The class room dynamics changed in such a way that student engagement was also improved.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 Effects of peer review on student performance and attitude in an urban eighth grade physical science classroom(Montana State University - Bozeman, Graduate School, 2013) Bates, David Joseph; Chairperson, Graduate Committee: Peggy Taylor.This research centered on the effects peer review had on the students of an urban eighth grade physical science classroom. Students were first taught how to use rubrics to assess their own products, and then they used this skill to review products of their peers. Diagram assignments, quizzes, tests, surveys, and interview tools were all used to collect data on how the process affected the students' academic performances and attitudes. Phases of research were set in six-week cycles with the first and third as non-treatment units and the second and fourth as the treatments. Two or three rubric-based diagram assignments, two quizzes, and one test were used every six weeks to collect data. The results indicated there was an improvement in the students' attitudes towards cooperative learning but there was no significant increase in assignment or assessment performances.Item An evaluation of cross age science outreach within public schools(Montana State University - Bozeman, Graduate School, 2013) Hinck, Alice Angelina; Chairperson, Graduate Committee: Peggy Taylor.The purpose of this project was to evaluate the effectiveness of using advanced science high school students to teach science to elementary students. High school students were given a life science topic and worked in groups to develop a lesson that covered key concepts. High school students worked in groups of two to three to develop the lessons and teach the elementary students. Both, the high school and elementary students were given pre and post tests to determine if and how much content knowledge was gained during the experience. Both groups also received pre and post interest surveys to determine if the students' perception of science changed during this experience. Results showed that elementary students were actively engaged in the learning and showed an increase of content knowledge of the lessons that were presented by the high school students. Also, the high school students gained a deeper understanding of the concepts they were teaching. Upon completion of the outreach project, both the elementary teacher, and students involved were excited about the science outreach and ready to participate in more outreach experiences.Item Physics through collaboration(Montana State University - Bozeman, Graduate School, 2012) Walls, Jay Woodsworth; Chairperson, Graduate Committee: Peggy Taylor.This investigation utilized collaborative strategies to look at how a more social approach to teaching physics curriculum would affect students' interest, knowledge and self-efficacy towards the science of physics. Students went on field trips to meet physicists and worked together in the regular classroom on physics concept questions through Interactive Engagement teaching methods called the 'Collaborative Group Concept Conflict Process' and 'Physics by Inquiry'. The Force Concept Inventory was used as a formative and summative assessment tool and student percentiles ranked at the top of existing data that utilizes Normalized Gain as a formula for summative assessment. It was found that students gained curricular knowledge, interest and self-efficacy towards the field of physics.