Scholarship & Research
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/1
Browse
5 results
Search Results
Item Using aeronautics to increase engagement, comprehension, and interest in aviation STEM careers(Montana State University - Bozeman, College of Letters & Science, 2020) Giordano, Michael; Chairperson, Graduate Committee: Greg FrancisSince the initiation of STEM Education, the need for pilots and aircraft technicians has steadily increased as the number of people entering aviation career fields has been on the decline. The population in general remains unaware of rewarding career opportunities in aviation and aerospace as the focus in STEM careers has been on computers, information technology and healthcare. Will using aviation themes to teach science increase engagement, comprehension, and interest in aviation STEM careers. A unit on force and motion was taught using aviation themed activities. Pre and post assessments were administered to measure comprehension of force and motion concepts for treatment and non-treatment groups. The treatment group completed pre and post treatment surveys to measure their interest and awareness of aviation STEM careers. A post treatment questionnaire, and student interviews were used to determine both student engagement and interest in aviation careers. Data analysis indicated a small, but not significant increase in comprehension for the treatment group. Student awareness in aviation as a STEM career increased, while interest in aviation careers exhibited almost no change. Using aviation themes to teach certain science topics can increase student engagement, if used economically. Unless individual students have had a personal experience with aviation, beyond flying on a commercial airliner, the novelty may wear off quickly. Used strategically, using aviation themed activities can generate a greater interest for some students and certainly make others cognizant of the field.Item An analysis of hands-on medical experience and student engagement in the science classroom(Montana State University - Bozeman, College of Letters & Science, 2019) Wood, Jerilyn J.; Chairperson, Graduate Committee: Greg FrancisOver a period of six months, students in the Chinook anatomy and physiology class learned EMT training skill and completed work-based learning experiences, such as job shadowing, in order to increase engagement in the science classroom. This project also looked at the impact that this hands-on learning had on students' confidence and feelings of preparedness as well as their desire to pursue a career in the medical field. Students completed a pre- and post-treatment engagement surveys and post-treatment interviews. From the surveys, it was found that there was no statistical difference between the pre- and post-treatment survey responses. The raw data showed some shifts in students' attitudes but there was not enough change to be statistically significant. From the post-treatment interviews, students reported feeling more engaged and better able to make connections between the material learned in class and the real-world. They also reported developing skills that would help them succeed beyond high school such as time management and responsibility for their own learning.Item Using current science events in an eighth grade science classroom(Montana State University - Bozeman, College of Letters & Science, 2019) Mattus, Kathy Sue; Chairperson, Graduate Committee: Walter WoolbaughStudents become more engaged in science when they see a connection to their individual lives. Through the use of current science event articles, this study investigated the impact the articles had on student interest in science, academic achievement, and awareness of science related careers. Students were evaluated on summaries written, surveys completed, drawings made of scientists, and interviews given. Although the quantitative data showed very little difference in interest before and after the treatment, the qualitative data suggests reading the articles does increase students' interest in science and science related careers.Item Preparing students for science, technology, engineering, mathematics, and healthcare fields - a two year college approach(Montana State University - Bozeman, College of Letters & Science, 2017) Shell, Michael John; Chairperson, Graduate Committee: Walter WoolbaughThe Becoming a Successful Student course offered at the Great Falls College Montana State University is designed to prepare students for future coursework by providing foundational study skills, time management, and goal setting. This study correlated the effectiveness of the Becoming a Successful Student Class with students interested in health science career and computer science tracks as well as STEM (Science, Technology, Engineering and Mathematics) field transfer programs by assessing student perception of effectiveness and then correlating that effectiveness with first semester Grade Point Average (GPA) on a 4.0 scale, along with credits attempted vs. credits successfully completed and then second semester mid-term GPA along with credits attempted. Face to face interviews with competitive entry health science program directors and division directors also gave a look at the anticipated competencies that students should have prior to acceptance into a program or transfer to a STEM school. The foundational framework of the Becoming a Successful Student applies to students that are new to the world of higher academics in order to reinforce and enhance previously learned skills in order to achieve success in future coursework. This also supports the mission of student retention by making the skills and knowledge to be successful able to be accessed by all new students. Although, initially it appears that the course had little effect on the future preparedness of students, it is important to note that at mid-term many students still have an opportunity to drop or withdraw from courses that they will not be successful in. Also, the students with grades less than 'B-' show the greatest increase in semester GPA at mid-term, suggesting that students who would not have been successful initially, obtained skills that they built on and reinforced their future success.Item The impact of the health science academy at Big Sky High School affect student achievement and preparedness for college(Montana State University - Bozeman, Graduate School, 2016) Ellenbecker, Robert P.; Chairperson, Graduate Committee: Peggy Taylor.The Health Science Career Academy at Big Sky High School was launched in the fall of 2012 and is currently serving 240 students. At the time of implementation, 50% of Big Sky High School graduates were not pursuing post-secondary education. More than 40% of students at Big Sky High School receive free and reduced lunch benefits meaning they are in an economic situation which commonly leads to low achievement and low post-secondary expectations. A thematic course of study, focused on health science, small learning community and exposure to industry professions and professionals provides a unique educational model designed to engage students, and provide them with the interpersonal support and academic foundation necessary for achieving professional success. Federally mandated standardized test scores, ACT scores, survey responses, grade point average, and free and reduced lunch status, of academy students, were compared to a control group, of non-academy students, in an effort to determine whether the Health Science Academy is improving student achievement and preparedness for college. The Health Science Academy appeared to be serving a population of students with abnormally low risk of academic failure. The impacts on academic achievement was inconclusive but impacts on student attitude appeared to be positive as were impacts on preparedness for college.