Scholarship & Research

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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 Francis
Climate 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.
A study of student engagement in traditional and blended high school physics courses
(Montana State University - Bozeman, College of Letters & Science, 2021) Beck, Marissa Danielle; Chairperson, Graduate Committee: Greg Francis
Online classes are often less engaging for students and result in lower levels of content knowledge. The goal of this study was to assess the level of student engagement and the level of content knowledge obtained between online lab simulations and traditional, hands-on labs, as well as determine which type of activity is more engaging for a traditional physics student compared to a student in a BlendEd physics course (partially online and partially in-person). Data was collected over two units of instruction from surveys, formative assessments, summative assessments, the learning management system called Canvas, and direct instructor observations. Traditional, hands-on labs were found to be more engaging on average for both traditional and BlendEd physics students, and they resulted in higher levels of content knowledge compared to the online simulations. The most successful BlendEd students were able to work well independently and reported high levels of engagement for the online simulations in addition to the traditional, hands-on labs.
Effectiveness of self-assessment feedback strategies in a 7th grade science classroom in a remote/hybrid learning environment
(Montana State University - Bozeman, College of Letters & Science, 2021) DiGiovanni, Ben; Chairperson, Graduate Committee: Greg Francis
Providing meaningful feedback to well over 100 students in a timely manner is challenging for many teachers, especially on bigger assignments. This action research study looked at strategies to maximize effective feedback towards large numbers of students. The primary focus area was helping students improve scientific argumentation assessments through self-assessment feedback methods along with students reflecting on content learning goals. Students were instructed on how to self-evaluate their own science argumentative writing processes and encouraged to make improvements before submitting assessments. Instruction during data collection occurred during majority of remote learning, however continued into a hybrid classroom model. Data collected included written assessment data, student surveys, as well as small group/individual student interviews. Student feedback was very favorable to the self-assessment strategies implemented which also yielded slightly higher performance on student written assessments.
Blended learning in high school chemistry
(Montana State University - Bozeman, College of Letters & Science, 2020) Alvarenga De Garcia, Perla; Chairperson, Graduate Committee: Greg Francis
The purpose of this research was to see how the use of blended learning and online resources would help chemistry students improve their understanding of difficult chemistry topics and reduce their stress level. The research was carried out in a regular chemistry class, in a five-week intervention with the Mole Unit. The blended learning consisted of students watching videos at home, school or both and then working with classroom activities that fostered active learning. The results indicated that blended learning, use of visual aids and homework reinforced the knowledge learned in class and prepared students for exams.
The effect of personalized feedback on the ability of students to overcome misconceptions in a project-based science curriculum
(Montana State University - Bozeman, College of Letters & Science, 2019) Wolfe, Amanda M.; Chairperson, Graduate Committee: Greg Francis
A large part of a science teacher's role is in both helping students understand concepts, as well as helping students address common science misconceptions through a variety of means. Students in a blended-learning environment independently demonstrate mastery of content through online assessments, while teachers assist students in developing specific academic skills through project-based learning. In a blended-learning environment, a science teacher's role becomes morphed. A teacher in this learning paradigm may not be the first point of contact for new material as students learn at their own pace. Special care must be taken to monitor student misconceptions and plan interventions that support conceptual change. One of the main roles of a project-based teacher is giving feedback to students. The purpose of this research was to assess the effectiveness of the feedback and revision process in helping students identify and overcome misconceptions in their modeling skills in a project-based curriculum. The research included the evaluation of student attitudes and perceptions of feedback through pre-project and post-project surveys. Student concept attainment and the ability to overcome misconceptions was assessed through pre- and post-surveys which focused on content as well as the comparison of draft models of a climate change in a bottle experiment and final draft models after students received feedback from teachers. Further data was gathered through student interviews about feedback and the process of addressing their misconceptions. Results of the experiment indicate that feedback is effective in helping students overcome misconceptions regardless of the type of feedback, either brief or detailed.
Effects of blended learning on credit earning in an alternative education science classroom
(Montana State University - Bozeman, College of Letters & Science, 2019) Pohl, Karelyn; Chairperson, Graduate Committee: Walter Woolbaugh
Using a variety of online resources, students were offered more opportunity to access school materials. By having all the materials in one easy-to-access spot, the students could work at a more personal pace and were given more time to make-up work or work ahead. The amount of credit earned was then measured and compared to each student's overall attendance and an attitude survey was administered. There was an overall positive trend in the amount of credit earned per student.
The impacts of blending the high school advanced placement chemistry classroom on student engagement and performance
(Montana State University - Bozeman, College of Letters & Science, 2019) Owen, Jennifer Marie; Chairperson, Graduate Committee: Greg Francis
A blended classroom is a new take on traditional education, implemented to support today's learner. It involves the incorporation of technology, personalization, and flexibility. Blended learning is quickly catching on as a best practice in the traditional face-to-face classroom. While individuals have a difficult time settling on one definition for blended learning, it can be summarized by saying that the traditional classroom gains flexibility in pace and adds technology-based resources to supplement and enhance what the teacher is already doing. These additions free up the teacher time so that the instructor can participate in more individual and smaller group remediation and extension. This project arose when it became apparent that students in my traditional Advanced Placement Chemistry course needed more time for application and practice and less time writing notes through direct instruction. The purpose was to make learning more student-centered through the introduction of varied resources that would be accessible to students when they were ready for them. The implementation of technology-based resources was used to enhance instruction where needed and was never intended to completely replace traditional instruction. Resources and flexibility were systematically introduced to students. We began as a group by participating in a new warm-up method. I introduced students to Pearson's Mastering Chemistry program for homework that provided them with hints and instant scoring and feedback. I provided students with online flash cards that included important terms and formulas for the unit. I also introduced various videos, graphics, and interactive resources to help promote student engagement and performance on assessment. During the treatment period students became more engaged in their learning and moved beyond procedural questions to deeper application questions. Students also made deeper connections to the content and gained confidence in their chemistry skills. This study showed that students maintained a high level of achievement on summative assessments even as the content became more challenging. Students survey results also showed that students felt more prepared to perform at a qualified level on the AP chemistry exam.
Increasing motivation of students in a blended learning zoology course
(Montana State University - Bozeman, College of Letters & Science, 2018) Wyman, Tamera; Chairperson, Graduate Committee: Greg Francis
Students need teacher support to learn and assimilate complex information about zoology. Exposure to information, terminology, and anatomy on a daily basis in a classroom is one way for students to become comfortable with the information and allows them to integrate new information into their knowledge base. Blended students are not exposed to new information or the correct use of terminology and anatomy on a daily basis if they do not engage in their daily assignments. This makes integrating the information into their knowledge base more difficult. This study attempts to uncover ways this difficulty can be lessened or eliminated. The treatment used in this study exchanged the in class daily use of retrieval practice with an increase in online quizzes to hold the blended students responsible for their own learning. This study also delved into student motivation to complete assignments and the type of assignments blended students would be more likely to complete. Results indicate motivation to complete assignments increased followed by an increase in quiz scores and summative test scores.
Blended learning in the science classroom
(Montana State University - Bozeman, College of Letters & Science, 2017) Cornett, Johnnie Lynn; Chairperson, Graduate Committee: Greg Francis
This investigation utilized a blended learning environment with technologically enhanced curriculum via G Suite for Education, Schoology, and GradeSpeed to enhance classroom instruction and analyzed their effects on student communication and academic success. Students were provided individual accounts for G Suite and those accounts were enrolled in Schoology Learning Management System. These platforms allowed 103 students to discuss the class content with their peers, turn in assignments online, and have access to online textbooks, test preparation material, videos, and supplemental science information. In addition, students participated in technology enhanced and non-technology enhanced lessons to compare engagement behaviors and academic accomplishment in both settings. At the conclusion of the research, student academic performance improved with the blended learning environment.
Flipping elementary professional development : providing time and flexibility to learn inquiry science
(Montana State University - Bozeman, Graduate School, 2016) Knight, Ann Elizabeth; Chairperson, Graduate Committee: Peggy Taylor.
Elementary science educators in Katy Independent School District voiced concerns that there simply is not enough time to participate in professional development. Teachers claimed district-provided trainings are not convenient to their busy schedules, courses and times are limited, content is lacking, and the level of instruction is superficial because presentation time is inadequate. The purpose of this action research project was to provide meaningful inquiry science professional development over an extended period of time. Elementary science teachers voluntarily participated in this four week action research project. The treatment consisted of a blended learning model which incorporated the use of an online learning platform along with traditional face-to-face professional development. Each week, participants worked at their own pace and completed assignments which focused on strengthening elementary inquiry science skills. Teachers were afforded opportunities to collaborate with fellow classmates using the online discussion board and at meetings. Teachers' beliefs regarding professional growth, collaboration, and self-efficacy for learning about and implementing inquiry science were measured throughout the treatment. Results from this action research project prove teachers received significant benefits from participation in a blended professional model where peer collaboration is encouraged. This qualitative study verified participation in a flipped professional development course does provide teachers time and flexibility to learn about inquiry science and collaborate with peers.

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