Scholarship & Research
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/1
Browse
14 results
Search Results
Item Implementation of a 1-to-1 laptop initiative in a physical science classroom(Montana State University - Bozeman, Graduate School, 2015) Dyk, Gregory M.; Chairperson, Graduate Committee: Peggy Taylor.In addition to cracking open a book, writing ideas down on paper, studying with flashcards, or openly discussing ideas around a table, how willing and motivated are students to actually using their computers to complete certain classroom requirements? There is no doubt students like the idea of having their own personal laptop; but how can a laptop change the way students learn? Being 1-to-1 does not mean the previously mentioned methods of student learning behaviors are no longer part of a classroom routine; however, with the addition of computers into the classroom, each teacher needs to ask themselves: What instructional changes can be made to best utilize student laptop use and how can students be motivated to use the laptop as a tool to meet the course requirements? The purpose of this paper is to highlight multiple ways of incorporating laptops into a physical science classroom. In the final analysis, twenty-three students used their laptops to study and learn individually as well as in a group setting. The majority of these students found laptops to be an effective tool in the learning process.Item Chemquest1 : do gaming strategies affect student engagement and motivation in the chemistry classroom?(Montana State University - Bozeman, Graduate School, 2014) Smith, Carol Lee; Chairperson, Graduate Committee: Peggy Taylor.This paper investigates the effects of a particular set of gaming strategies on student motivation and engagement in learning chemistry. ChemQuest1 was designed to use game elements such as leaderboards, experience points, guilds and tasks to engage students in learning chemistry. The results indicate a significant increase in student confidence in their ability to be successful in chemistry when compared to students in lecture based On Level chemistry classes. Students enrolled in ChemQuest1 performed well on most teacher constructed tests, however they did not perform as well on standardized tests where they could not retake the test and improve their scores.Item The effects of using guided inquiry with technology, including simulations and virtual labs, on student understanding of concepts in advanced placement physics classes(Montana State University - Bozeman, Graduate School, 2013) Ramakrishna, Jayanthi; Chairperson, Graduate Committee: Peggy Taylor.This study investigated the effects of using guided inquiry with technology, including simulations and virtual labs on student understanding of concepts in an Advanced Placement Physics Class. The students used simulations and virtual labs to learn concepts in electricity such as Kirchhoff's laws and electrostatics. The data collection instruments included pre and postunit assessments, surveys, concept interviews, self-evaluation, and observation by a colleague to determine the effects of using guided inquiry with technology in the understanding and long-term memory of physics concepts, students' interest, attitude and motivation, and attitude of the teacher. There was an increase in students' interest and motivation and also an increased enthusiasm and positive outlook on the part of the teacher after the treatment. The study of the effect of the treatments on concept understanding and long-term memory produced mixed results and was inconclusive.Item Communication technologies in the science classroom and their effect on student and parent engagement in the learning process(Montana State University - Bozeman, Graduate School, 2012) Hesterman, Annie E.; Chairperson, Graduate Committee: Peggy Taylor.This research utilized a variety of technologies to supplement instruction in the classroom and analyzed their effects on student learning and motivation as well as parent involvement. Students were given access to a website that allowed them to discuss the class content with their peers, turn in assignments online, and have access to online test preparation material and supplemental science information. Class reminders were sent using communication technology via texts and email and were sent to both parents and students. Updates on grades and missing assignments were sent to parents via e-mail through the online gradebook, Infinite Campus. In addition, students participated in technology focused and non-technology focused lessons to compare engagement behaviors in both settings. Overall, student and parent engagement increased with technology and a possible increase in student performance was noted.Item Collaboration facilitated through technology : part of a comprehensive inquiry-based teachning and learning strategy(Montana State University - Bozeman, Graduate School, 2011) Montoya, Richard; Chairperson, Graduate Committee: Peggy Taylor.As our school embraces technology integration, identifying effective methods of reinforcing and enriching inquiry-based instruction through technology has become a focus. My study compared the academic and motivational impacts of technology-based collaboration to traditional face-to-face collaboration. Emphasis was placed on determining if collaborating through technology distracted students or if it facilitated cognitive growth in terms of improved critical thinking and problem solving. Within the context of thematic units, students were given instruction on conducting cooperative activities and allowed to practice. Prior to collaborative interventions, the treatment group was allowed to become familiar with various types of technology through play, exploration and simple practical assignments. Eventually, the treatment group shifted from face-to-face collaboration to technology-facilitated collaboration. Simultaneously, the non-treatment group practice face-to-face collaboration. Academic performance and content literacy were measured through summative assessments, project plans and practical applications. Additional data concerning student motivation, engagement, problem-solving proficiency, and critical thinking skills were collected through surveys, interviews, teacher video journals and student journals. The results indicate that technology-based collaborative activities did little to improve the academic performance of low-range students. Low-range performers, however, benefited technically and socially from their peer-to-peer interactions. Mid-range and high-range academic performers benefited significantly from the technology interventions. The data also suggest that while student motivation to communicate through technology diminished over time, critical-thinking and problem-solving skills greatly improved as the study progressed.Item Attitudes toward science : how technology impacts student engagement and success(Montana State University - Bozeman, Graduate School, 2012) Zupke, Rachel Lee; Chairperson, Graduate Committee: Peggy Taylor.Information and communication technologies were implemented with the purpose of improving student performance as well as increase the number of students with positive attitudes towards learning science. Classroom activities, homework assignments, alternative forms of submission of assignments, assessments, and contact outside of class were conducted with various forms of information and communication technologies. Students demonstrated an increase in positive attitudes towards learning science through technology-based modalities. However, more study with a larger sample size needs to be completed to determine if increase in student academic performance was a result of the treatment outlined here.Item The effect of SAS curriculum pathways on student science achievement(Montana State University - Bozeman, Graduate School, 2011) Talley, Nancy Hoggard; Chairperson, Graduate Committee: Peggy Taylor.In this investigation SAS Curriculum Pathways, an online technology based curriculum, was implemented with the purpose of improving student achievement. SAS Curriculum Pathways provided a curriculum-based technology learning experience to both individual and group work settings. Student performance on summative assessments did not show marked improvement following the treatment. Students demonstrated and expressed more positive attitudes toward science.Item Effects of guided and unguided instruction using 1-to-1 student iPads in 6th grade science(Montana State University - Bozeman, Graduate School, 2012) Shargel, Matthew Joshua; Chairperson, Graduate Committee: Peggy Taylor.How can student iPads be used to increase student learning, student interest, and work efficiency in the middle school science classroom? · How will digital science notebooks, based on an iPad platform, impact student attitudes and learning outcomes? · Will active, guided instruction impact student knowledge acquisition differently than passive, implicit modes of instruction in both iPad based and traditional notebooks? This action research was conducted on sixth grade students in my middle school science classroom. Each grade level at this private independent school consists of 40 students divided into two science sections of 20 students each.Item The efficacy of using VoiceThread as a formative assessment tool and a way to foster a greater sense of online course community in a hybrid geoscience course(Montana State University - Bozeman, Graduate School, 2012) Cleveland, Natasha L.; Chairperson, Graduate Committee: Peggy Taylor.VoiceThread replaced traditional PowerPoint lecture notes and discussion forums in the online component of a hybrid geoscience general education course. This technology facilitated a greater sense of course community and instructor presence, which increased student engagement and learning. The ability to make comments using various text and audio capabilities around visual media improved student-teacher and student-student interactions. Audio capabilities were not well utilized by students but students appreciated the instructor audio comments and feedback. Student comments on VoiceThread enabled the instructor to have a clearer understanding of student learning and misconceptions, which was then used to plan interventions and modifications in learning strategies.Item The effects of incorporating technology into the 7th grade science classroom(Montana State University - Bozeman, Graduate School, 2012) Kretschmer, Karyn Ann; Chairperson, Graduate Committee: Peggy Taylor.In this investigation technology tools were implemented with the purpose of improving student independence and learning of science content in both school and home settings. Multiple opportunities for technology use throughout all lessons saturated a traditional approach to teaching science with 21st century technological tools. The data was used to analyze whether or not the use of technology enhanced the learning process, improved confidence, and increased independent inquiry while improve science content understanding.