Native American Studies

Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/51

The Department of Native American Studies was established to provide and advance quality education for and about American Indians of Montana, the region, and the nation. In fulfilling this mission, the Department is committed to meet the changing needs of Montana's Indian tribes and all Montana citizens through excellence in teaching, research, and service. In its academic program, the department provides concentrated study through an undergraduate minor, the first online graduate certificate in Native American Studies offered, and a Master of Arts degree in Native American Studies. Students in any major can also gain a multicultural perspective through NAS offerings in the University's core curriculum. The Department, through its research and other creative efforts, actively pursues interdisciplinary scholarship in the field of Native American Studies.

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    The effect of model-based inquiry teaching on student engagement, and the NGSS science practices in high school biology
    (Montana State University - Bozeman, College of Letters & Science, 2017) Van Loo, Brennan J.; Chairperson, Graduate Committee: Walter Woolbaugh
    The Next Generation Science Standards (NGSS) have raised the bar of science education for teachers and students. The three stranded format of Disciplinary Core Ideas, Crosscutting Concepts, and Science Practices will require students to think and engage more deeply in the process of science. Achieving these rigorous standards for all students will require a greater level of motivation and engagement than I currently have in my classes. The purpose of this study is to investigate how model-based inquiry teaching, based on the framework of Ambitious Science Teaching, increases student motivation and engagement as well as how this framework improves student skills with the NGSS science practices. A model-based inquiry approach to science teaching emphasizes the skills and practices of scientists. During the treatment, students made an initial model to try to explain a scientific phenomenon. Classroom discourse and experiences formed the foundation of instruction, which was then used by students to revise their models. Data was collected through student surveys, and direct observations of student engagement and classroom discourse. Additionally, data was collected on students' ability to support a claim with evidence and reasoning. The results show that the treatment promoted engagement and that student skills in discourse and argumentation increased. However, students' perception of their motivation and engagement did not change with continued treatment. This study shows that model-based inquiry has significant value for students who have historic academic struggles as it moves science beyond the rote memorization that they struggle with, to explaining what is happening based on experimental evidence and personal experience.
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    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.
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