Scholarship & Research
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Item Secondary social studies teachers' perspectives on primary source planning(Montana State University - Bozeman, College of Education, Health & Human Development, 2016) Johnson, Spencer Theadore; Chairperson, Graduate Committee: Christine Rogers StantonHow are 21st Century teachers incorporating primary sources into their history lessons, and what challenges do they face in doing so? The social studies classroom is changing from pedagogy driven by textbook memorization to one that embraces a more authentic understanding of how history works. This change is accelerating due to new technologies and available primary sources on the Internet. This qualitative study questioned professionals in the field and resulted in four themes: Criteria for Effective Sources, Points of Access for Appropriate Source Material, Challenges Encountered in Finding Appropriate Sources, and Planning Lessons Using Sources. 'Criteria for Effective Sources' centers on what makes primary sources useful in the classroom. The 'Points of Access for Appropriate Source Material' theme describes how accessible primary sources are. The 'Challenges Encountered in Finding Appropriate Sources' theme describes why planning is time consuming. Finally, the 'Planning Lessons Using Sources' theme describes how teachers use sources in their lesson planning process. In essence, primary sources are available, but teachers need time to find and modify those sources to fit their instruction. Better website designs that look at efficiently presenting material on websites, as well as more focused professional development concerning the implementation of sources, could solve some of the challenges social studies teachers face.Item Investigating the teaching of statistics with technology at the high school level through the use of annotated lesson plans(Montana State University - Bozeman, College of Letters & Science, 2016) Arnold, Elizabeth Grace; Chairperson, Graduate Committee: Elizabeth BurroughsThroughout the last twenty years, data analysis and statistics content, together with the integration of technology in mathematics classrooms, have gained increasing attention in the United States at the K-12 level. National and state standards now emphasize statistics concepts throughout high school and there is a growing motivation to shift from a traditional formula-based style of teaching statistics to a more data-oriented approach emphasizing conceptual understanding and statistical literacy. To implement this approach in the classroom, it is necessary to integrate technology into the teaching of statistics. However, many in-service high school mathematics teachers are not familiar with this process, and statistics is still a relatively new subject for most. This discrepancy highlights the need to help foster and develop in-service high school mathematics teachers' ability to effectively use technology when teaching statistics. The goal of this study was to investigate how specially annotated lesson plans influence and guide in-service high school mathematics teachers' use of technology when teaching statistical concepts. I developed a completely randomized block experiment, using quantitative and qualitative measurements and methods of analysis. High school mathematics teachers were randomly assigned to receive an annotated or non-annotated statistics unit that included technology-based activities; four lessons were observed. The results of this study demonstrated how the process of helping teachers effectively use technology in the instruction of statistics is not straightforward; there was a large amount of variation in how teachers integrated technology and no consistent differences between the annotated and non-annotated group in this regard. All teachers, regardless of received unit, integrated technology more effectively when they were provided with a technology-based activity employing simulation. Teachers' integration of technology was most influenced by their awareness of the use of inquiry.Item Implementation of a 1-to-1 laptop initiative in a physical science classroom(Montana State University - Bozeman, Graduate School, 2015) Dyk, Gregory M.; Chairperson, Graduate Committee: Peggy Taylor.In addition to cracking open a book, writing ideas down on paper, studying with flashcards, or openly discussing ideas around a table, how willing and motivated are students to actually using their computers to complete certain classroom requirements? There is no doubt students like the idea of having their own personal laptop; but how can a laptop change the way students learn? Being 1-to-1 does not mean the previously mentioned methods of student learning behaviors are no longer part of a classroom routine; however, with the addition of computers into the classroom, each teacher needs to ask themselves: What instructional changes can be made to best utilize student laptop use and how can students be motivated to use the laptop as a tool to meet the course requirements? The purpose of this paper is to highlight multiple ways of incorporating laptops into a physical science classroom. In the final analysis, twenty-three students used their laptops to study and learn individually as well as in a group setting. The majority of these students found laptops to be an effective tool in the learning process.Item Chemquest1 : do gaming strategies affect student engagement and motivation in the chemistry classroom?(Montana State University - Bozeman, Graduate School, 2014) Smith, Carol Lee; Chairperson, Graduate Committee: Peggy Taylor.This paper investigates the effects of a particular set of gaming strategies on student motivation and engagement in learning chemistry. ChemQuest1 was designed to use game elements such as leaderboards, experience points, guilds and tasks to engage students in learning chemistry. The results indicate a significant increase in student confidence in their ability to be successful in chemistry when compared to students in lecture based On Level chemistry classes. Students enrolled in ChemQuest1 performed well on most teacher constructed tests, however they did not perform as well on standardized tests where they could not retake the test and improve their scores.Item Neuroscape : a web-based informatics infrastructure for classroom & research use(Montana State University - Bozeman, College of Engineering, 1999) Kennedy, Edward Duncan SmithItem Experiences of women over 70 years of age learning computer skills(Montana State University - Bozeman, College of Education, Health & Human Development, 2003) Cook, Joan WalkerItem The relationship between a school district's perceived progress in implementing a school technology plan which uses Internet access and on-line educational resources and a set of school district characteristics(Montana State University - Bozeman, College of Education, Health & Human Development, 1999) Miller, Kirk J.Item Faculty development for electronic technology-based distance education in public two-year institutions of higher education with allied health programs(Montana State University - Bozeman, College of Education, Health & Human Development, 2001) Mueller, Irene Louise ElizabethItem The relationship of cognitive question levels to student response patterns in computer mediated instruction(Montana State University - Bozeman, College of Education, Health & Human Development, 2000) Obbink, Kimberly K.Item The effects of using guided inquiry with technology, including simulations and virtual labs, on student understanding of concepts in advanced placement physics classes(Montana State University - Bozeman, Graduate School, 2013) Ramakrishna, Jayanthi; Chairperson, Graduate Committee: Peggy Taylor.This study investigated the effects of using guided inquiry with technology, including simulations and virtual labs on student understanding of concepts in an Advanced Placement Physics Class. The students used simulations and virtual labs to learn concepts in electricity such as Kirchhoff's laws and electrostatics. The data collection instruments included pre and postunit assessments, surveys, concept interviews, self-evaluation, and observation by a colleague to determine the effects of using guided inquiry with technology in the understanding and long-term memory of physics concepts, students' interest, attitude and motivation, and attitude of the teacher. There was an increase in students' interest and motivation and also an increased enthusiasm and positive outlook on the part of the teacher after the treatment. The study of the effect of the treatments on concept understanding and long-term memory produced mixed results and was inconclusive.
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