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    How do inquiry-focused nature walks influence pre-school students' understanding of their environment, engagement in nature, and emotional regulation?
    (Montana State University - Bozeman, College of Letters & Science, 2021) Kakuk, Camas S.; Chairperson, Graduate Committee: Greg Francis
    The purpose of this study is to discover whether there is measurable value in adding elements of nature school philosophy to a traditional Montessori preschool, even in an imperfect or transitional environment. Do inquiry-focused nature walks influence preschool students' understanding of their environment, engagement in nature, or emotional regulation? In this project I attempted to measure the impact of a daily inquiry walk, through several data streams: a parent survey, a nature inquiry checklist based on the NGSS kindergarten science standards, and by direct observation of nap and walk time and quality. Despite many setbacks and school closures, our initial findings suggest positive results in the areas of healthy sleep, knowledge and understanding of the natural world, and emotional and behavioral health.
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    Mindfulness-based social emotional learning in the science classroom
    (Montana State University - Bozeman, College of Letters & Science, 2021) Cochrum, Caleb Denver; Chairperson, Graduate Committee: Greg Francis
    This study evaluated the impact of implementing daily mindfulness and biweekly social emotional learning lessons into a sophomore level Physical Science classroom. Qualitative and quantitative data collected through student surveys, attendance data, content-based assessments, was analyzed to assess the overall impact on student learning, classroom culture, and student self-efficacy. Results indicate that the use of mindfulness and social emotional learning curricula significantly improves classroom culture, while also having a marginally positive impact on academic performance and student self-efficacy.
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