Scholarship & Research
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/1
Browse
9 results
Search Results
Item When curiosity drives scientific discovery(Montana State University - Bozeman, College of Letters & Science, 2018) Pike, Clinton; Chairperson, Graduate Committee: Walter WoolbaughThrough establishing a learning environment that encourages curiosity and enables student discovery through the learning process, students developed their own research and lab investigations. Observational data, student interviews, surveys, and a teacher reflective journal were used to collect data, which was processed using qualitative analysis strategies. The results strongly indicate that allowing students to develop their own learning pathway leads to greater student engagement and increased learning, ultimately improving the learning atmosphere in the classroom.Item Achievement and attitudinal change in mathematics : Bozeman, Montana fifth-grade students taught in competitive and noncompetitive situations(Montana State University - Bozeman, 1977) Stearns, James Robert; Chairperson, Graduate Committee: Carol Wolfe ParkerItem Crossword puzzles and vocabulary development(Montana State University - Bozeman, 1978) Ranney, Fredrick JosephItem A comparison of the achievement gains between a group of students taught English by a traditional method and a group taught by the Nebraska English curriculum(Montana State University - Bozeman, 1969) Ottinger, Mary Ann BlazichItem Fifth-grade children's preferences for illustrations in middle-grade basal reading materials(Montana State University - Bozeman, College of Education, Health & Human Development, 1977) Lucas, Daniel JoeItem Concept attainment : a case study comparing a child profiled with Asperger Syndrome and his fifth grade classmates(Montana State University - Bozeman, College of Education, Health & Human Development, 2002) Hamilton, Marilyn SueItem Evaluating the effectiveness of the Steelhead in the Classroom Program in 5th grade classrooms(Montana State University - Bozeman, Graduate School, 2013) Bruns, Jen; Chairperson, Graduate Committee: Peggy Taylor.In this investigation of the Lewiston, Idaho Steelhead in the Classroom program, data results were used to determine the overall level of effectiveness of the 12 week Steelhead in the Classroom Program. Student knowledge of aquatic concepts and fish ecology were assessed while satisfying Idaho 5th grade science standards. Student pre and post examinations, teacher surveys, student interviews and student minute papers were analyzed to assess the value of mentor visits, and content taught in the classroom. Particular students whom would not normally perform well in science, proved to excel throughout the duration of the program as they were motivated by participating in a program that fit their interests.Item How implementing a daily participation grade in 5th grade science affects student learning(Montana State University - Bozeman, Graduate School, 2012) Walters, Tylene Marie; Chairperson, Graduate Committee: Peggy Taylor.How can student daily participation be increased? Student participation was lacking in fifth grade science. The teacher implemented the use of daily participation rubrics for each lesson, which was completed by both the student and the teacher through various non-treatment and treatment cycles. Non-treatment means a cycle without implementation of the student rubric during the science lessons. The teacher also implemented surveys and interviews for the students to obtain information about their opinions and attitudes regarding the daily participation rubrics. These were done at the beginning and end of the action research project. The results from this action research show that from the first non-treatment cycle to the last treatment cycle, student participation improved.Item How differentiated groups affect fifth grade science students(Montana State University - Bozeman, Graduate School, 2012) Foley, Ryan Carlton; Chairperson, Graduate Committee: Peggy Taylor.; Walter Woolbaugh was a co-author of this paper.This study is a description of an action research project conducted by a fifth grade teacher in order to improve collaborative work during science investigations in a setting of a high-needs, high-diversity classroom. Treatments for the study included complex instruction, flexible grouping, and team-building exercises. Research spanned 20 weeks between two classes of fifth grade students with a combined population of 95% free and reduced lunch eligible. Data collection included triangulated quantitative and qualitative measures including Likert-style student peer reviews, attitude surveys, pre and post student interviews, and teacher observations all used for analysis purposes. Results showed that when using prescriptive treatments tailored to students' multiple intelligence, students showed increased engagement during science lab times.