Scholarship & Research
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Item Effects of using technology on student engagement and achievement in science(Montana State University - Bozeman, College of Letters & Science, 2021) Stangeland, LeeAnn Renae; Chairperson, Graduate Committee: Greg FrancisIn this investigation, an eighth grade Earth Science class was studied to determine whether using different technology applications would promote student engagement, interest, and improve student achievement. This particular class was lacking in engagement, interest, and achievement, so this was a great investigation to complete with them. This class completed three units without the technology applications, and three with the technology applications. Results revealed higher student test scores, interest, and engagement during the units using the added technology applications.Item The effect of digital assessment in a high school chemistry classroom(Montana State University - Bozeman, College of Letters & Science, 2020) Swen, Benjamin Jasper; Chairperson, Graduate Committee: Greg FrancisToday's students are being assessed in a multitude of formats compared to the traditional paper-format quizzes and tests. As digital formatting of mathematical and chemical symbols is difficult for students to complete in the chemistry setting, the use of calculation-based open response questions in digital assessments has diminished. The value of such written response questions remains a valuable tool for instructors as it provides assessment information on student understanding and their communication processes. The purpose of this research project was to determine if there was any significant difference in performance between paper and digital assessments. As well, a look at the student perception of performance and preference in format were evaluated. Students were given instruction on how to perform equivalent digital formatting for chemical and mathematical notation where possible. They were then given instruction in various units of study, and assessed using either paper or digital means. Grades on formative and summative assessments were compared to determine if a significant difference in performance existed for either format type. Student surveys were also administered to determine preference for either format of assessment. Student preference shifted slightly towards paper format due to the amount of effort required for input using digital means. During the learning phase, performance on formative assessments showed a significant difference in student results favoring paper assessments. Whereas assessment data from the summative learning assessments showed that the students learned the chemistry objectives with no significant difference using either format. Qualitative data collected suggested methods to change the online delivery method in the future to bridge the gap between performance and preference.Item Phenomenon-driven inquiry and science teacher professional development(Montana State University - Bozeman, College of Letters & Science, 2020) Mindelzun, Ariana Rachael; Chairperson, Graduate Committee: Greg FrancisThe purpose of this Capstone Project was to understand how phenomenon-based inquiry affects teachers' practices. The study investigated if the use of phenomenon-based inquiry positively or negatively affected teachers' practices. It also asked how teachers feel about using phenomenon-based inquiry. The research followed three groups of online courses that consisted of educators learning more about the phenomenon-driven inquiry approach. The first study group consisted of students in a voluntary outreach course with Montana State University. The second and third study groups included graduate-level students in the MSSE course 501. The research compared the teachers' perceptions and experiences with phenomenon-driven inquiry and examined the effects this educational model had on their teaching and their students. The results indicated that teachers found the phenomenon-driven inquiry model helpful and effective in increasing student engagement.Item The science writing heuristic in online education(Montana State University - Bozeman, College of Letters & Science, 2020) Devine, Aaron Robert; Chairperson, Graduate Committee: Greg FrancisThe author conducted a classroom research project to see whether instruction with the Science Writing Heuristic (SWH) in an online setting would increase evidence for critical thinking in the writing of his students. One unit was taught, and its final writing project was scored with a rubric that assessed critical thinking. Lab reports which were written before the SWH treatment unit was taught were also scored with the critical thinking rubric. Scores were compared and analyzed to ascertain whether the writing after the treatment showed an increase in critical thinking. The author found that there was a significant increase in scores after the treatment. The author concluded that, for a variety of reasons, the score on the final writing project was higher than the score on the previously written work. The author also asked whether using the SWH would increase student confidence in science class and gathered evidence by collecting and evaluating student work, interviewing students, and gathering survey results before and after the treatment. There was evidence that in several aspects of science class, student confidence was boosted. Finally, it was asked whether using the SWH would increase student enjoyment of science class. The same sources of information were used to evaluate whether this happened, and the results were inconclusive on this front.Item How does developing an online field ecology course to support high school students impact my growth as a teacher?(Montana State University - Bozeman, College of Letters & Science, 2017) Gottlieb, Liz; Chairperson, Graduate Committee: Walter WoolbaughThe purpose of this project was to investigate how developing an online field ecology course for high school students impacted my growth as a teacher. I teach at an independent high school (N=410) in the San Francisco Bay Area. Three years ago my school joined a BlendEd online consortium. I was asked to teach an online field ecology course for the program. I had no experience with virtual learning as a teacher or student at the time. Data collection for this project not only included teacher journaling and reflection, but also course and teacher surveys from my online and traditional classes, a catalogue of teaching practices, and a trans-classroom teacher survey to compare my experience and growth with other trans-teachers. (Trans-classroom teachers are teachers who teach in both online and traditional classrooms.) The results indicate that I have made changes to teaching practices since teaching online. For example, results of my gall lessons with my online and traditional groups illuminate how online teaching has inspired me to employ multiple new practices like the use of homework kits and science notebooks in my traditional classes. Additionally, developing an online ecology course required me to participate in a wide range of professional development opportunities that all of my students were able to benefit from. Finally, the results of my trans-classroom teacher survey confirm that my experiences are not unlike other trans-teachers; 88% of teachers that I surveyed indicate that their traditional teaching was somewhat or very impacted by their online teaching. After 17 years traditional teaching, I have found online teaching to be invigorating and an opportunity for reinvention.Item The impact of the flipped classroom on learning and problem solving of ninth grade biology students(Montana State University - Bozeman, Graduate School, 2015) Wright, Lynda N.; Chairperson, Graduate Committee: Peggy TaylorThe students in my biology classes, like most students in today's world, struggle with problem solving skills and learning difficult biological concepts such as cell biology and genetics. Their prior educational learning experience has been teacher centered with lectures and note taking, then memorizing facts from their notes to pass a test. More classroom time is needed for application, group activities, and development of problem solving abilities. The problem with achieving that is the lack of time in a 53 minute class period to teach concepts and then apply those concepts to problem solving. This project investigates the effects of changing the traditional method of lecture and note taking during class to using online instructional resources at home for homework. This will free up class time for more question and answer time, application, group activities and collaboration as well as problem solving exercises. This approach has been termed the 'flipped' classroom method. The students were assigned weekly online resources such as animations and video lectures for homework along with associated written work. During class time, the students were engaged in various activities where they applied what they hopefully learned the night before. Time was allotted for question and answer sessions, clarification, and when needed individual help from me. Data collection during this project included pre and post treatment student surveys, pre and post treatment unit tests, student self-evaluations following activities. In addition, the students completed post treatment anonymous written feedback. Six students were interviewed both before and after the treatment was implemented. The pre and post treatment formal unit assessments showed significant gains over all in learning and problem solving. However, that is to be expected with or without the flipped classroom because the concepts covered during the project were new to the students. The pre test scores were very low due to lack of prior knowledge and the post test scores were higher after the students were exposed to the concepts for six weeks each unit. The resulting qualitative data suggested that the flipped classroom approach improved student attitude significantly even though their attitudes were already good and also improved student engagement during class. Students appreciated having more time to ask questions and more time with me if needed. They also appreciated the collaborative group projects and felt they learned more with the help of their peers. Even though the data showed the students had a slight preference for the traditional classroom because that is what they have always had, they overwhelming preferred a combination of the two teaching methods. After the project was completed, many students asked if I would continue giving them internet resources because it helped them learn so much better.Item Exploring the potential of virtual office hours for online science students(Montana State University - Bozeman, Graduate School, 2016) Swanson, Heather Rebecca; Chairperson, Graduate Committee: Peggy Taylor.To improve instruction in an online science course, a weekly virtual office hour (VOH) pilot program was offered at an online high school. Lack of student interest did not allow full implementation of the pilot program, but a similar program was implemented over five weeks of instructional time with high school students enrolled in blended learning physical science and chemistry courses. Data collection included a pre-intervention survey and post-intervention survey, including Likert-like items. Other data sources were an analysis of the quality and quantity of asynchronous discussion posts, student and instructor interviews, a VOH journal, and VOH artifacts. In addition, to identify the reasons why students did not participate in the pilot program, a follow-up survey was sent to the initial group of students. Findings showed that the virtual office hours successfully increased student engagement and were overall a well-received addition to the course. Conditions needed for successful implementation of future virtual office hour programs were described, including the need to consider technical and logistical concerns, and the need to consider the specific goals of the program. To support all the observed benefits of implementing virtual office hours, ideal conditions for success are a well-informed instructor, asynchronous discussion forums supporting the development of student questions.Item Impact of digitally mediated scientist-classroom partnerships with middle school girls(Montana State University - Bozeman, Graduate School, 2016) Tete, Annie; Chairperson, Graduate Committee: Peggy Taylor.Women are underrepresented in science and engineering fields. To address this disparity, I connected my middle school life science students at an all-girls school with female science professionals using Skype. A virtual field trip (VFT) augmented the digitally mediated experience. Research questions addressed the impact of Skype conversations on student perceptions of scientists, student attitudes towards science careers, student content knowledge, and teacher preparation and attitudes. The scientist-classroom partnership consisted of a series of three Skype sessions with the same female science professional over the course of one unit on a human body system. Students were divided into two groups with treatment occurring with alternating units to control for content. Perceptions, attitudes, and content knowledge was measured before and after using the draw-a-scientist test (DAST), a modified version of the Test of Science Related Attitudes (TOSRA), content tests, interviews, student formative assessment responses, and teacher journal entries. Data showed improvement in both student perceptions of scientists and attitudes toward science careers. While increased content knowledge was not correlated with the intervention, I argue that the scientist-classroom partnerships increased the relevance of the content thereby improving student perceptions and attitudes. Impact on teacher planning and preparation was minimal compared with the value of the student and teacher experience interacting with science professionals. Unexpected outcomes include novel opportunities for teacher professional development and networking and the possibility of connecting other groups underrepresented in science careers with positive role models in science. Further studies should examine the importance of student pre-Skype planning and research and the feasibility of decreasing the student-scientist ratio.Item The effects of a structured note-taking strategy in virtual school mathematics(Montana State University - Bozeman, Graduate School, 2016) Senkowski, Andrew Jacob; Chairperson, Graduate Committee: Peggy Taylor.For this action research investigation, the strategic note-taking strategy, Cornell Notes, was implemented with a group of middle school students from a cyber school to increase their math skills and improve their perception of note-taking. The quality and organization of class notes was a major concern among teaching staff at Agora Cyber Charter School. Students attending the Agora Learning Center were provided with note-taking workshops to teach and encourage them to take and organize notes during virtual classes. After workshops and follow-up, the treatment showed minimal impact on student perception of note-taking and no significant impact on math performance as displayed in data from math assessments and online surveys.Item Effects of a web based science notebook on metacognative knowledge and problem solving skills(Montana State University - Bozeman, Graduate School, 2015) Touchstone, Jerald O.; Chairperson, Graduate Committee: Peggy Taylor.Science notebooks have always been a staple in the science classroom. Traditionally they have been done with a pencil and paper. As technology and students move into the future, computers and web based learning are rapidly replacing the pencil and paper. This research was designed to measure student's attitude toward web based learning, how using a web-based notebook increases metaknowledge (how one learns) and does it increase problem solving skills. During the treatment, students made and used a web based notebook in OneNote. In it they could complete assignments and solve problems in their preferred learning style. After the treatment, data showed that today's students have a favorable attitude toward web based learning. However, only 60% of students completed work in their preferred learning style (N =15). Data also showed that problem solving skills remained the same or slightly decreased as a result of using a web based notebook.
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