Scholarship & Research
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Item The impact of project based learning on student engagement and motivation(Montana State University - Bozeman, College of Letters & Science, 2023) Johnson, Katrina Marie; Chairperson, Graduate Committee: C. John GravesThe purpose of this study was to determine the effect that a project based instructional method would have on student achievement and attitude towards science. Students were given a pre-unit survey regarding attitude and confidence in science as well as a pre-test to gauge content knowledge. During the study, the treatment group received instruction based heavily around projects, with students constructing model atoms and alternate periodic tables. The non-treatment group received instruction in a traditional format of lecture and class discussion. Throughout the study, both groups of students were given Claim, Evidence, Reasoning prompts to evaluate their understanding of concepts relating to atoms and the periodic table. Students were given the same survey and pre-test questions at the end of the unit to determine if project based learning had an effect. Students in the non-treatment group showed a greater improvement in confidence and post-test scores whereas students in the treatment group improved more in their critical thinking and reasoning skills.Item The effects of inquiry-based teaching in the middle school science classroom(Montana State University - Bozeman, College of Letters & Science, 2023) Furr, Brandon Duke; Chairperson, Graduate Committee: C. John GravesCut Bank Middle School 8th-grade students were introduced to inquiry-based learning through inquiry-based teaching. Students had been reliant on receiving information though lecture style learning with some hands-on activities. This project examined the usage of inquiry- based teaching instead of lecture style. This project was done over two units where treatment groups received inquiry-based teaching while the non-treatment group received lecture style teaching. The periods rotated on the style of instruction they received. The treatment groups had full inquiry-based lessons and the non-treatment group received lecture style instruction and then the activities to follow. Students took a pre- and post-test from each unit. The tests were used to show normalized gains during the unit and to compare to the other classes. Observations of student attitudes and behavior towards inquiry-based learning were recorded in a journal. At the end of units and the end of the study students were given surveys to give feedback about their style of learning choice and effort put in during the units. The treatment groups got scores that were lower than the non-treatment group. The conclusion of this study was that balancing inquiry-based teaching and lecture teaching would be best for students and help improve their understanding of science.Item Model-based inquiry in the high school chemistry classroom: how does model-based inquiry affect learning retention?(Montana State University - Bozeman, College of Letters & Science, 2023) Carson, Christa Eleanor; Chairperson, Graduate Committee: C. John GravesModel-based inquiry is a style of pedagogy that involves the creation and analysis of physical, conceptual, and mathematical models as a means of teaching and learning science. This study aimed to ascertain the capacity of model-based inquiry (MBI) to impact learning retention in students of a 9th and 10th-grade chemistry course. Over the course of two introductory chemistry units, students used MBI-styled activities and unit storylines to uncover essential ideas. The fundamental concepts of each unit were assessed using a pre-test and post-test (Post I), with an additional post-test (Post II) administered several weeks after the culmination of that unit. Students were also prompted for their confidence level on these assessments. To analyze the interplay between MBI, attitudes about science, and comprehension, students were surveyed using the Colorado Learning Attitudes about Science Survey before and after the research period. Additionally, a sample of students was interviewed about their knowledge and experience using scientific models. Analysis of the quantitative and qualitative data from this study has revealed that a guided approach to MBI has some positive effect on learning retention. This study's use of MBI was found to have a moderate impact on student attitudes about learning chemistry, and a limited impact on student understanding of scientific modeling.Item Enhancing students' engineering identities and attitudes towards engineering and technology through place-conscious engineering activities(Montana State University - Bozeman, College of Education, Health & Human Development, 2024) Moonga, Miracle; Chairperson, Graduate Committee: Rebekah Hammack; Nick Lux (co-chair)Students' engineering identities and attitudes toward engineering are important because they can determine if students will pursue engineering careers. However, a dearth of research focuses on how participating in place-conscious engineering affects students' engineering identities and attitudes towards engineering and technology. This explanatory sequential mixed methods study investigated the effect of engaging elementary students in place-conscious engineering activities on their engineering identities and attitudes towards engineering and technology. Students completed two place-conscious engineering activities: (1) following a local wildfire, students designed and built air filters to prevent smoke from entering the homes of affected families residing in a nearby community, and (2) after the state issued several warnings about eminent floods due to ice-jams on a local river, students designed flood prevention strategies. Quantitative data about students' engineering identities were collected using pre and post surveys of the two subscales of the Engineering Identity Development Scale (EIDS): (1) academic subscale and (2) engineering career subscale. Quantitative data regarding students' attitudes toward engineering and technology were collected using pre and post surveys of the engineering and technology subscale of the Students' Attitudes Toward Science, Technology, Engineering, and Mathematics (S-STEM). Finally, to explain the trends observed in the quantitative data, qualitative data were collected through semi-structured focus group interviews. Findings suggested that students' academic identities and attitudes towards engineering and technology improved as a result of participating in place-conscious engineering activities. The study recommends exposing elementary students to place-conscious engineering activities to improve their engineering identities and attitudes towards engineering and technology.Item Effects of explicit study strategies on academic success and perceived academic anxiety in a middle school science classroom(Montana State University - Bozeman, College of Letters & Science, 2022) McGlumphy, Carolyn Ann; Chairperson, Graduate Committee: C. John GravesEffective study strategies are not innate, but rather are learned behaviors. By middle school students are expected to create and use study materials independently, however they often have not been directly taught such strategies. This study investigated whether explicitly teaching study strategies affected summative assessment scores. This study also investigated whether the strategies had an effect on student attitudes towards assessments, confidence and feelings of academic anxiety. Throughout the study, students learned four different study strategies through scaffolded lessons and were asked to use them to prepare for quizzes. Student attitudes and academic anxiety were analyzed using pre and post-treatment surveys and anxiety questionnaires. The results indicated that the effective use of study strategies increase assessment scores, confidence and organizational skills, as well as decrease feelings of academic anxiety.Item The effects of incorporating visual representation daily into the high school science classroom(Montana State University - Bozeman, College of Letters & Science, 2022) Finkbohner, Sydney Aaron; Chairperson, Graduate Committee: C. John GravesThe purpose of this study was to determine if student understanding and output on assessments would increase if visual representation, both teacher provided and student created, was used on a regular basis. A sub purpose of this study was to see if student attitudes and interest in the class increased when visual representation was used during the lessons. The same group of students went through a nontreatment unit and two treatment units in a conceptual chemistry course. The nontreatment unit, dimensional analysis, was taught in a more teacher centered way, using more lectures and traditional labs and little to no visual representation, while the treatment units, stoichiometry and solution: Molarity, were taught with daily visual representation, included demonstrations, manipulatives, hands on exploration labs, flow charts, and infographics. Pretest and post test scores for each unit were compared through normalized gains to see if there was an increase from the nontreatment unit to the two treatment units. Statistical testing indicated that students learned chemistry concepts better when visual representation were used during the learning process. The students had higher normalized gains on both treatment units compared to the non-treatment unit. Using visual representations on a regular basis also increased student interest and attitudes towards the content being taught. Students were more curious about the topics as well as had better attitudes about the class and what they were learning when they could see it visually and explore it though hands on explorations.Item The 5E model of learning in a chemistry classroom(Montana State University - Bozeman, College of Letters & Science, 2022) Lippert, Mercedes; Chairperson, Graduate Committee: C. John GravesThe 5E model of learning includes five stages: engage, explore, explain, evaluate, and elaborate. The focus of my action research was to study the effect of the 5E model of learning on student learning and retention in chemistry. The study also investigated its effect on students' attitudes towards science and inquiry. During the duration of the study, two chemistry units were taught to two high school chemistry classes consisting of a total of 35 students. One class was taught one unit with the 5E model while the other class was taught using traditional methods, and then the classes were swapped for the next unit. Average test scores among treatment and non-treatment groups were not very different. However, lower-level students largely benefitted from following the 5E model. Students' attitudes towards science and inquiry improved after treatment. I'm looking forward to further incorporating the 5E model in a chemistry classroom throughout the school year.Item Socratic seminars in a middle school science classroom(Montana State University - Bozeman, College of Letters & Science, 2022) Davidson, Elizabeth Dorene; Chairperson, Graduate Committee: C. John GravesThe purpose of this action research was to examine the effects of incorporating Socratic Seminars in a middle school science classroom. Often in middle school science classrooms, whole class discussion turns into a question-and-answer session with the teacher, whereas the goal is for the discussion to be student-centered. Over the course of seven months, four Socratic Seminars were completed in two different 7th grade class settings, general and honors science. Students completed a pre-treatment and post-treatment survey using a Likert scale with open response explanations. During each seminar, students kept a note sheet and tracked the actions of their partner in the discussion, while the teacher recorded student participation and rated each seminar in terms of level of discussion and participation. In addition, other secondary teachers in the district that utilized Socratic Seminars were interviewed to compare experience and refine facilitating techniques. Majority of students in each treatment group agreed that Socratic Seminars were a valuable use of class time in science. Participation in the honors class was consistently high (above 70%), while participation in the general class grew from below 50% to 73% in the final seminar. Honors classes were more adaptable and reached greater participation level and depth of discussion. However, with proper scaffolding and practice, general classes were able to improve their participation rate. These seminars put a rigorous demand on students to contribute to class discussion. Overall, Socratic Seminars allow an opportunity for the teacher to conduct whole class conversations that are student driven.Item The effects of the 5E learning cycle on high school science students(Montana State University - Bozeman, College of Letters & Science, 2022) McCollough, David Frederick; Chairperson, Graduate Committee: C. John GravesIn this study, high school Earth science students were taught units on geologic time, oceanography, weather, and meteorology using the 5E learning cycle and traditional teaching methods. Pretest and posttest assessments, delayed posttests, observations, student interviews and pre- and post- TOSRA surveys were used to determine how the 5E learning cycle affects high school students. Results of this study suggested that there was no significant difference between outcomes of the two teaching methods. However, students seemed to enjoy the inquiry approach of the 5E learning cycle.Item The effects of performance assessments on student success and science perception in a middle school classroom(Montana State University - Bozeman, College of Letters & Science, 2022) Donohue, Adelle Hanson; Chairperson, Graduate Committee: C. John GravesAuthentic assessment strategies are a key component to implementing the Next Generation Science Standards with fidelity. Through the use of performance assessments, this action research project aimed to increase student confidence on authentic assessments, support content knowledge retention, and encourage students to understand science as a process instead of a product. Through the course of two instructional units, students were administered performance assessments in place of traditional tests. Instructional scaffolding was provided throughout the study, starting with a high level of support and instruction on performance assessments and incrementally moving toward independence. Performance assessments were scored with a rubric and students were given three surveys to assess confidence levels and perception of science. Two interview sessions were conducted to further support the research. Traditional multiple-choice tests were administered in tandem with the performance assessments to gauge content knowledge retention. The data suggests that performance assessments played a valuable role in shifting student perception of science from product to process and student confidence in the assessments increased throughout the study. Student feedback indicated that students valued the experience and appreciated the opportunity to be assessed through application of their science knowledge to real-world scenarios.