Scholarship & Research
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Item Interpreting the impact of bioregional curriculum design: measuring sense of place in high school science students(Montana State University - Bozeman, College of Letters & Science, 2019) Dille, Victoria Christine; Chairperson, Graduate Committee: Greg FrancisThe purpose of this study was to gain insights into the relationship between bioregional curriculum design, place-attachment, and ecological awareness in high school science students. Research questions were as follows: (1) Does bioregional curriculum affect place-attachment in high school science students? (2) Does a bioregional approach to studying environmental issues affect local ecological literacy--including shifting ecological awareness and an understanding of local stewardship and conservation topics? (3) What attitudes do students have towards learning experiences informed by bioregional curriculum design? Pre- and post-semester surveys, interviews, performance assessments and a mapping exercise were used as data collection instruments. Data were processed using qualitative and quantitative analysis strategies. The results suggest that students made gains in place-attachment and ecological awareness and had formative learning experiences tied to the curriculum.Item Impacting the environmental awareness and personal environmental behaviors of high school biology students through action projects(Montana State University - Bozeman, Graduate School, 2011) Quintia, Erin Anna; Chairperson, Graduate Committee: Peggy Taylor.This research project examined personal environmental behaviors of high school freshman biology students who were exposed to environmental topics in class and participated in environmental action projects. The effectiveness of classroom lessons and action projects on student's environmental behaviors were evaluated. The student's environmental awareness and voluntary environmental behaviors were monitored throughout the year by in class surveys, short answer responses, informal classroom discussions/interviews and teacher journals. Findings suggest that changing voluntary behaviors is not a quick and easy process. However, the researcher was able to see continued voluntary environmental behaviors in a portion of the students after the completion of action projects.