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The impacts of Global Information Systems (GIS) learning activities on high school students' attitudes and behaviors
(Montana State University - Bozeman, College of Letters & Science, 2021) Calvi, Gabriel; Chairperson, Graduate Committee: Greg Francis
Do students view using computer based mapping software or Global Information Systems (GIS) as hands-on, real-world learning activities? This study investigated student attitudes and behaviors around using GIS in a high school earth science curriculum. A single treatment compared three types of assignments during one unit of study. Students engaged in a traditional hands-on lab, a computer based assignment, and an assignment that used GIS. Students engagement for each assignment was measured using an observation rubric, completion rates were monitored, and student attitudes were tested using a student survey and student interviews. Students demonstrated a preference for hands-on labs, and GIS assignments were viewed as more hands-on when compared to other computer-based assignments. Students perceived GIS assignments as more relevant than other assignments. GIS assignments can be used to increase relevance in an earth science curriculum and to make computer-based curriculum feel more hands-on.
The 5E instructional method in high school
(Montana State University - Bozeman, College of Letters & Science, 2020) Wieloch, Natalie Frances; Chairperson, Graduate Committee: Greg Francis
This research addressed the question of whether the 5E Instructional Method improves test scores in the science classroom. Students were given a pretest and a posttest for both a nontreatment and treatment unit. The results of those tests were compared. This research did not show a significant difference in tests scores between nontreatment and treatment units. The 5E Instructional Method was a beneficial teaching method because it increased student attitude and engagement, even though it was not found to increase test scores in this situation.
5E instruction in a biology classroom
(Montana State University - Bozeman, College of Letters & Science, 2020) Ingwaldson, Holly Marie; Chairperson, Graduate Committee: Greg Francis
The purpose of the study was to determine if students learn scientific concepts better from 5E instruction versus traditional science instruction. Two groups of students were taught genetics concepts in accordance with state standards. The non-treatment group received traditional science instruction while the treatment group received a small amount of traditional instruction followed by 5E instruction. Scores from the end of unit test were compared to see if there was a difference between mean and median values. Statistical testing indicated that students learned scientific concepts better when learning through 5E instruction. Students in the treatment group performed better on the test than students in the non-treatment group.
Implementing active learning in high school physical science
(Montana State University - Bozeman, College of Letters & Science, 2020) Peters, Kurt; Chairperson, Graduate Committee: Greg Francis
Active learning marries well with the contemporary NGSS and it is an exciting time to be a science teacher. However, implementing active learning is a difficult task, so much so that, during a recent school year, I found myself almost exclusively teaching through direct instruction. Notably and, perhaps consequently, my students' median national percentile on the Georgia Milestones Physical Science End of Course assessment dropped 34 points compared to the previous year's students. Direct instruction is a common name for passive learning, which involves students seated and subjected to a one-way delivery of information, usually from someone that has a much different 2 experience, perspective, and way of communicating. This method sharply contrast active learning and my desired mode of instruction. In this paper, I further describe active learning and relevant literature regarding the concept, the methods used to answer the research questions, and evaluate my instructional method based upon the body of collected data. Lastly, I discuss potential factors that influence the effectiveness of implementing active learning and the impact is has on my teaching.
The impact of process oriented guided inquiry learning on student understanding in ninth grade physical science
(Montana State University - Bozeman, College of Letters & Science, 2019) LaFond-Hudson, Zachary Michael; Chairperson, Graduate Committee: Greg Francis
In this study the role of Process Oriented Guided Inquiry Learning (POGIL) on student understanding of chemistry topics was explored. In addition, the role of engagement and active participation in those activities was monitored. Student understanding was evaluated through pre and post unit quizzes for both control and intervention topics of study and through responses to a post unit survey and student interviews. It was found that POGIL activities contribute to a greater proportion of students achieving high growth in understanding. Students who described themselves as active participants in POGIL activities were significantly more likely to show high levels of understanding and confidence in their ability to answer questions related to the topic covered in the POGIL activity.
The flipped classroom model in an introductory astronomy course
(Montana State University - Bozeman, College of Letters & Science, 2017) Kennedy, Rodney Merle; Chairperson, Graduate Committee: Greg Francis
In higher education presentation of science content to students has traditionally been through lecture. Lecture, or direct instruction, is a very passive mode of learning for students. This study investigated whether the flipped classroom model of instruction is effective in improving student engagement and achievement in an introductory high school astronomy course. Students were surveyed and interviewed about their feelings of engagement in previous science classes as well as their feelings about the flipped classroom model. Achievement was measured using the Astronomy Diagnostic Test prior to and following the course and a comparison of the treatment semester to the previous four classes in the areas of assignments, quizzes and labs.
Flipped classroom learning in high school physics
(Montana State University - Bozeman, College of Letters & Science, 2017) Cleveland, Jill Melinda; Chairperson, Graduate Committee: Greg Francis
This project examined the effects of a flipped classroom teaching method on the engagement and achievement of high school physics students. The students involved in the study had been enrolled in a physics class for the first half of the school that was taught using a traditional method. At the midpoint of the school year, the course transitioned to a flipped style in which students were required to watch video lectures for homework. With lecture material moved outside of the classroom, class time was devoted to practice problems and lab activities. The students' progress during the study was monitored through pre- and post-unit assessments. Data provided by the county on district quarterly assessments was used to compare students in the treatment group to their own past performance and the performance of students in previous school years. Students also completed an engagement survey and participated in interviews and written reflections. The project results indicated that students showed as increased level of engagement in certain areas. The results also indicated that students learned material through the flipped classroom as effectively as they had in a traditional classroom setting.
Primary literature in the science classroom
(Montana State University - Bozeman, College of Letters & Science, 2017) Apedaile, Lily Anne; Chairperson, Graduate Committee: Greg Francis
Currently, Science, Technology, Engineering, and Mathematics (STEM) degrees and career pathways are seeing a declining number of people entering these fields. Because of this decline in interest and preparation in these fields, there is a shift in focus in science education to pedagogy methods that are more student-centered and allow students to engage in more authentic scientific practices. Along with declining interest, many students do not have the abstract scientific reasoning skills to be successful in upper-level coursework necessary for these fields. In order to better prepare students and keep them engaged in science coursework, methods that are both scientific inquiry based and can help students develop their scientific reasoning skills are needed. A group of students at Frenchtown High School used a scaffolded reading technique, called the CREATE method, to interpret and understand two scientific primary literature articles, and were compared to students that did not engage in the reading activities. Both groups of students took pre and posttests that measured their understanding of scientific inquiry and scientific reasoning, the treatment group's concept maps were also assessed for reading comprehension. The treatment group saw increased understanding in several areas of scientific inquiry, increased abstract thinking skills, and better reading comprehension from the first article to the second article. These results suggest that this modified CREATE method could be used as a pedagogical tool in the science classroom that would help students better understand how scientists carry out scientific inquiry and increase scientific reasoning skills.
The effects of increased vocational hands-on instruction in an academic science/technology classroom
(Montana State University - Bozeman, Graduate School, 2016) Wilson, David John Howard; Chairperson, Graduate Committee: Peggy Taylor.
This project was conducted at Pathfinder Regional Vocational Technical High School (PRVTHS), where students receive a regular high school academic education, as well as vocational instruction in a designated technical program area. This vocational instruction is largely hands-on instruction. This project examined whether increasing that style of learning into a science/engineering classroom would increase student learning as well as student engagement in the subject of technology/engineering. Problem based hands-on teaching has been shown to provide a sound foundation for instruction and student engagement. Hands-on experimental activities have been at the core of science classrooms and administration has lobbied teachers to expand hands-on integration between academic and vocational departments. This study covered four technology/engineering frameworks, (thermal systems, electrical systems, fluid systems and communication technology), and worked with four vocational areas to help cover that content, (Heating, Ventilation and Air Conditioning, Electrical, Automotive Technology and Electronics). The treatment groups received hands-on instruction in a vocational area, and the comparison groups received traditional classroom learning. Quantitative data showed that both the treatment and comparison groups increased post-assessment scores; however the treatment group did not significantly outperform the comparison group. That said, qualitative data gathered from student journals, surveys and interviews delivered an overwhelming response that hands-on instruction heightens student engagement and is the preferred method that students which to be taught. It is essential to increase this style of learning between the vocational and academic departments at PRVTHS to help with student enrollment, as well as increasing student engagement to improve student performance.
The effect of using Nearpod as a tool of active learning in the high school science classroom
(Montana State University - Bozeman, Graduate School, 2016) Lowry-Brock, Margaret Rebecca; Chairperson, Graduate Committee: Peggy Taylor.
A good portion of what must be learned in the introductory science classroom is most easily conveyed during lecture. Unfortunately students tend to be more passive during lecture than active. This often results in the instructor being unsure of what students understand until it is time for a summative assessment. When active learning strategies are implemented during a lecture some students feel uncomfortable participating and the instructor is unable to determine how successful the lecture has been. This project investigated the impact of the interactive presentation tool Nearpod on the success of high school science students. Classes were introduced to new material using Nearpod or PowerPoint with active learning strategies. Student achievement was measured using Pretests and Posttests, daily quizzes, classroom, and laboratory activities. Student and teacher attitude was measured using surveys and journals. Data collection for this project included Pretests and Posttests to measure any differences in the amount of information learned between the two types of presentations. Grades on daily assignments were considered to see if there was any difference between Treatment and Nontreatment groups. Student surveys were given to see if students had any preferences on which presentation program they felt more comfortable with, learned more with, and which one their teacher taught better with. The students were also given the opportunity to express what they liked and disliked about each presentation program. Teacher interviews were conducted to determine how successful and helpful Nearpod was in the classroom. A teacher journal was created to follow the morale of the teacher through this process. The results of this project indicated that Nearpod does not have a great effect on student grades when compared to active learning with the presentation program PowerPoint. However, students and teachers both prefer the active learning opportunities provided by Nearpod. Active learning seems to be a common factor of how much students learn, not a computer program with opportunities for active participation.

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