Scholarship & Research
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Item The impact of IB internal assessments on science practices and science identity in a high school science class(Montana State University - Bozeman, College of Letters & Science, 2021) Housenga, Michelle Marie; Chairperson, Graduate Committee: Greg Francisprocess of completing the International Baccalaureate (IB) Internal Assessment for an IB science class pushes students to hone their mastery of the science practices. The science practices included in the Next Generation Science Standards provide skills that assist students in understanding the processes of scientific discovery and knowledge. This study examines the impact of completing the IB Internal Assessment on students' mastery of the science practices, their confidence in the science practices and their science identity. The data used in this study was collected from pre-assessments and post-assessments of the science practices, pre-survey and post-survey of student confidence in the science practices, pre-survey and post- survey of student science identity, student feedback, and anecdotal observations made by the teacher. The results of the study indicate that student mastery increases in two of the science practices and student science identity increases in a couple of areas.Item The effect of place-based experiences on science identity, attitude, and achievement in a remote learning advanced placement environmental science classroom(Montana State University - Bozeman, College of Letters & Science, 2021) Faxon, Briana Leigh; Chairperson, Graduate Committee: Greg FrancisStudents in science courses are routinely consumers of science and are less often producers of scientific work. In this action research project, Advanced Placement Environmental Science students engaged in place-based lessons remotely while asynchronously developing authentic research projects that impacted their local ecosystems. This work was delivered to stakeholders within the community. Scientific questioning, graphing, and explanations, as well as surveys and interviews were used as data collection instruments throughout remote learning. The results suggested that place-based learning experiences helped students increase their skills in scientific questioning and explanations, their science identity, and their attitudes towards science. Students' sense of place was minimally changed. Results indicate the need for place-based and hands-on learning to increase students' attitude, aptitude, and identity, especially during stressful pandemic remote learning situations.Item Teacher confidence and classroom practices: a case study on science identity(Montana State University - Bozeman, College of Letters & Science, 2021) Bowers, Alison Taylor; Chairperson, Graduate Committee: Greg FrancisThis study examined the relationship between students' science identity and their teacher's science teacher identity, as well as the influence of teacher confidence and understanding of Next Generation Science Standards and three-dimensional science teaching and learning on science teacher identity. Teacher and student surveys were used to evaluate correlation, while observations and interviews were used to understand the relationship between teacher confidence and science teacher identity. Results showed that there is little correlation between strong science teacher identity and strong student science identity, but there is a relationship between teachers' understanding of Next Generation science teaching and learning and overall science teacher identity. Teachers who have a solid background in science content knowledge and science pedagogy, especially three-dimensional science teaching based on the framework for the Next Generation Science Standards, tend to better see themselves as science teachers.