Scholarship & Research
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Item The effects of teaching science fiction in conjunction with science content(Montana State University - Bozeman, College of Letters & Science, 2022) Sanches, Laura J.; Chairperson, Graduate Committee: C. John GravesThe purpose of this action research was to determine if teaching a science fiction novel in conjunction with science content leads to better retention. This was tested by having seventh grade students read the novel Maximum Ride by James Patterson in their English Language Arts class at the same time that they were studying genetics and evolution in their life science class. Data was collected both quantitatively through pre and posttests as well as a final exam. Qualitative data was collected by student surveys. After the research had concluded, the quantitative data was inconclusive as to if there was an advantage in reading the novel while learning the content. However, both students and teachers saw an increase in attitude and learning during the treatment units.Item The effects of using an English based reading strategy in science to help second language learners acquire science content knowledge(Montana State University - Bozeman, College of Letters & Science, 2021) McDonnell, William Ryan; Chairperson, Graduate Committee: Greg FrancisThis research was designed to investigate how using an English based reading program in science helps second language learners (native Arabic in particular) acquire scientific content knowledge. Students were taught science content in English using informational texts and a chapter book pertaining to the unit being studied to aid in literacy and language development. They were tested in content vocabulary, general inquiry vocabulary, content writing, writing clarity, writing argument, and writing with the use of science vocabulary.Item Impact of claim, evidence, reasoning instruction in the English classroom on argumentative writing in science and across the curriculum(Montana State University - Bozeman, College of Letters & Science, 2020) Platt, Michelle L.; Chairperson, Graduate Committee: Greg FrancisEngaging in argumentation from evidence is a critical skill for participation as productive citizens in the 21st century enabling us to access the evidence in the world around us to make well-reasoned decisions about our lives, and the future of our country and world. The purpose of this study was to improve written explanations in the science classroom and other content areas by engaging the students' reasoning capabilities and improving student confidence in answering short answer questions. Instruction included introduction of the Claim, Evidence, Reasoning (CER) framework in the English language arts classroom to promotes mastery of argumentative writing in the science classroom and other content areas through the use of graphic organizers and accessible non-content-based lessons. To assess the impact of the instructional treatment, student writing samples were collected during traditional instruction pre, and post-treatment and evaluated by rubric as measurement of skill growth. Pre and post-treatment, students were asked interview questions and given a self-confidence survey to determine student confidence, attitudes, and motivation regarding writing short answer explanations. The results indicated that instruction with the CER framework in the English classroom significantly impacted the frequency of writing well-reasoned arguments in science and other subject areas while maintaining student confidence in writing.Item The impact of mindfulness on the integrated science classroom(Montana State University - Bozeman, College of Letters & Science, 2020) Fox, Kevin R.; Chairperson, Graduate Committee: Greg FrancisThis study was conducted over the winter and spring in a predominantly ninth grade Integrated Science Class. The goal was to find out if practicing mindfulness had any impact on the classroom environment and student learning. Students first took pre and post- summative tests in a non-treatment unit that focused on the study of waves. During the treatment unit, which focused on the study of astronomy, students participated in mindfulness three days a week, for two to five minutes, at the beginning of the class. Students took pre-and post- summative tests for this unit as well. They took a Likert survey, both before and after the treatment unit, to gauge their impressions of a variety of classroom factors. Additionally, students submitted short answer responses to questions related to the mindfulness treatment unit. Finally, during the treatment unit, the instructor kept a daily journal. There was no statistical difference in the students' summative test scores when the treatment and non-treatment units were compared. There were also no statistical differences pre-and post-treatment in student answers to any of the thirteen items on the Likert survey. Student responses to the free response questions, and the instructor journal showed a positive correlation between the treatment and the classroom environment. Based largely on the qualitative data, from the student responses and the instructor journal, mindfulness practice was shown to have a positive impact on the classroom. Students said that they were able to focus better, they were calmer, and had reduced levels of stress and anxiety. The instructor journal also showed that the students maintained better focus and were less restless on days where mindfulness was practiced.Item A study of the impact of socratic seminars on a sixth-grade science classroom(Montana State University - Bozeman, College of Letters & Science, 2019) Smith Piasecki, Fiona Alyse; Chairperson, Graduate Committee: Greg FrancisNot only do we expect our future scientists to have a deep understanding of science content, but we expect them to be able to communicate these ideas. Previous research shows that student-led classroom discussions not only encourage the development of critical thinking skills and a depth of knowledge, but they teach scientific discourse practices and aid in academic language development. This study investigated the impact of preparing for and participating in Socratic Seminars on the depth of student content knowledge. Additionally, it aimed to determine the impact of Socratic Seminars on student confidence with science content and the achievement gap between English Language Learner (ELL) and non-ELL students in a 6th grade science classroom. To make this determination, every other science unit included a Socratic Seminar as an extension activity. To examine the effect of Socratic Seminars on content knowledge and the achievement gap, the study compared the results of end of unit content assessments, Socratic Seminar scores, and student interviews. To measure student confidence, the study compared student responses on end of unit reflection surveys, weekly reflections, and interviews. Quantitative results indicated no impact of Socratic Seminars on student's depth of knowledge of science content or in closing the achievement gap and mixed impact on student confidence. However, qualitative results indicated an increase in content knowledge and confidence for all students. Although this study provided mixed results as to the impact of Socratic Seminars on content knowledge, confidence, and the achievement gap, student statements and questions during seminars, in addition to interview results show that Socratic Seminars promoted deep exploration of ideas and had a positive impact on the Next Generation Science Standards, Science and Engineering Practices of Engaging in Argument from Evidence and Obtaining, Evaluating, and Communicating Information. They are therefore a valuable extension activity format in a science classroom.Item The effect of literacy strategies in science content areas on redirections and assignment completion(Montana State University - Bozeman, College of Letters & Science, 2019) Holcomb, Shaunna; Chairperson, Graduate Committee: Walter WoolbaughLiteracy is essential to learning. Students with lower literacy skills, such as those in the process of learning English, need to be intentionally taught specific strategies in content areas, such as science. Such strategies can then be employed by the students to better learn content presented in the classroom. Students who struggle with literacy skills often mask their academic weaknesses with off-task behaviors. This study compared the use of critical reading strategies to the number of student redirections and on-time assignment completion occurrences. This study also looked at how the use of these strategies affected English Learners, if and how the literacy strategies affected student attitudes toward learning science, and whether there were correlations between attitude and assignment completion. Results indicate that the use of critical reading strategies in science decreases the number of necessary student redirections and increases the likelihood of students turning in assignments that are both complete and submitted on time.Item Increasing mental muscle with engaging bell ringers in a science classroom(Montana State University - Bozeman, College of Letters & Science, 2018) Montemurro, Alison Margaret; Chairperson, Graduate Committee: Greg FrancisMy study utilized bell ringers, which required higher order thinking, would result in increased engagement. Engagement in learning is key for success in scientific literacy, critical thinking and teaching students to be stewards of the environment and bell ringers can be instruments to help build mental muscle. Forty students in two freshman ninth-grade science classes at Lowell High School were studied using a variety of different bell ringers such as misconception probes, bell ringer activities and readings. I measured these gains in pre and post assessments, student surveys, and my own reflections. My treatment groups were two units in which I used bell ringers, which required higher order thinking and my control group had bell ringers which were simple recall of science knowledge. Students in both classes made significant gains in content knowledge in both the control and treatment groups, but the two treatment groups made greater gains. Likert surveys showed that the study resulted little change in student engagement. Student surveys showed students both enjoyed the varied bell ringers and found them helpful in learning material as well as the application of science to real life.Item The effects of implementing language objectives in a technology education class(Montana State University - Bozeman, College of Letters & Science, 2017) Wong, Simone Scafide; Chairperson, Graduate Committee: Walter WoolbaughIn recent years, U.S. public schools have had an influx of students for whom English is a second language (ESL). These ESL students or English language learners (ELL) have a more difficult time learning academic language compared to their native English speaking peers. The Sheltered Instructional Observational Protocol (SIOP) was developed to help ESL students succeed in classes taught in a second language. Studies have shown SIOP as an effective means of instruction for ESL, and that following SIOP in the classroom is also successful in increasing student success among non-ESL students. This paper focuses on the effects of implementing one specific feature of SIOP (setting language objectives) in a technology education elective. In this classroom research project, the instructor implemented language objectives into alternating units of study and measured the effect of the language objectives on students' perception of content, students' peer engagement, students' confidence in science, technology, engineering and mathematics (STEM), and students' interest in STEM careers. The researcher collected data from student assessment, student journals, surveys, classroom observations and student interviews. This classroom research project found that when working independently on design activities, students performed better when language objectives were implemented. Language objectives led to more peer-to-peer interaction, and a drastic increase in peer-to-peer questions. By setting language objectives, students became more confident in their abilities to learn STEM concepts, however, interested in STEM careers remained constantItem Implementing interactive science notebooks with English language learners(Montana State University - Bozeman, College of Letters & Science, 2017) Soto, Ryan Michael; Chairperson, Graduate Committee: Greg FrancisThe primary focus of this study was to answer the question, what are the effects of using interactive science notebooks with English Language Learners? There were 52 students from two sections of biology involved in this study, enrolled at San Ysidro High School, San Diego, California. Students used scientific notebooks throughout the treatment unit and participated in formative assessments that gauged content knowledge. Pre- and Post-tests were given for both non-treatment and treatment units and scores from the treatment tests were compared to notebook rubric scores. There was a positive correlation between notebook rubric scores and test scores. In most cases, students who did well on formative assessments within the notebook performed better on unit tests.Item Effects of tracking student growth and success celebrations on high school English learners in science(Montana State University - Bozeman, College of Letters & Science, 2017) Smith, Hannah; Chairperson, Graduate Committee: Walter WoolbaughThis classroom research project focused on English Learner (EL) students and implemented two strategies to assess how the strategies would impact EL students' engagement and academic growth. The first strategy had students set goals for end-of-unit test scores at the beginning of a unit, and tracked their progress over the course of a unit. The second strategy implemented the Scientists of the Lab Award. This award was given during labs based on the lab group that best demonstrated the use of specific scientific behaviors. Quantitative results suggest that despite showing growth from pre-test to post-test scores, the growth during the units in which the treatment was applied was not significantly different than the growth during the units in which the treatment was not applied (control units). Qualitatively, EL students in general did like the two strategies implemented during the treatment and felt that it helped them as learners.