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The effects of vocabulary instruction in a high school earth science classroom on students with disabilities and English-language learners
(Montana State University - Bozeman, College of Letters & Science, 2022) Flores, Leslie Jane; Chairperson, Graduate Committee: C. John Graves
To excel in science, students must master its content-specific vocabulary. Students with disabilities and English-language learners tend to struggle with learning content-specific vocabulary because they are still developing their English language skills and/or have below grade-level reading and writing skills due to their learning disabilities. This in turn makes it more difficult to perform well on assessments because they do not understand all the words used in the questions and answer choices. The struggle to understand content and low assessment scores can decrease students' self-efficacy in science class and make them dislike the subject. The purpose of this descriptive study was to provide more explicit and engaging vocabulary instruction in my special education earth science classes in hopes of increasing students' assessments scores as well as improving their self-efficacy and attitudes towards science. Students were explicitly taught vocabulary using a prioritized vocabulary list, instruction on relevant morphemes, and weekly use of the website/app Quizlet in class during the treatment unit. The effect on assessment scores and students' attitudes towards science were measured using pre- and post-tests, surveys, a content unit exam, and a teacher journal. Analysis of qualitative and quantitative data suggest an increase in students' content assessment scores and a positive effect on student attitudes.
The impact of vocabulary instruction on science learning in a secondary science course
(Montana State University - Bozeman, College of Letters & Science, 2022) Allan, Johnathan Caleb; Chairperson, Graduate Committee: C. John Graves
This investigation focused on the most effective instructional strategies for helping students learn science vocabulary in a ninth grade biology classroom (N=30). Students were divided into two groups, and received instruction using either established methods, control group (n=15), or innovative methods, intervention group (n=15). The investigation continued during two units of instruction (approximately three weeks each), with students receiving different instructional treatment for each unit. Innovative methods were informed by several vocabulary learning theories, most specifically Social Constructivism/Sociocultural Theories, Schema and Psycholinguistic Theories, Dual Coding Theory, and Motivation Theory. Student growth was measured using pretests and posttest of vocabulary terms, and analyzed using normalized gain. Vocabulary performance showed larger normalized gains for the intervention group. Mean normalized gain for the intervention group was 0.653, while mean normalized gain for the control group was 0.483. Other measures of student learning were also collected, with surveys giving insight into student preferences. A Likert scale survey measuring preference and confidence showed slightly more positive responses for the intervention group An open-ended survey analyzed using word clouds also indicated slightly more positive responses by students in the intervention group. Finally, student scores on vocabulary posttests and summative unit tests showed a positive correlation between vocabulary acquisition and broader classroom success. Linear regression of student unit test scores (mean for both units) versus posttest scores (mean for both units) showed that 45% of test score differences were explained by differences in vocabulary posttests. This investigation showed that intervention methods were more effective at helping students learn science vocabulary, were slightly preferred by students, and had a strong correlation with broader measures of student performance in this biology classroom.
The effects of using an English based reading strategy in science to help second language learners acquire science content knowledge
(Montana State University - Bozeman, College of Letters & Science, 2021) McDonnell, William Ryan; Chairperson, Graduate Committee: Greg Francis
This research was designed to investigate how using an English based reading program in science helps second language learners (native Arabic in particular) acquire scientific content knowledge. Students were taught science content in English using informational texts and a chapter book pertaining to the unit being studied to aid in literacy and language development. They were tested in content vocabulary, general inquiry vocabulary, content writing, writing clarity, writing argument, and writing with the use of science vocabulary.
The effectiveness of just in time vocabulary instruction in inquiry science
(Montana State University - Bozeman, College of Letters & Science, 2020) Patton, Rachel Lynn; Chairperson, Graduate Committee: Greg Francis
This action research aimed to answer the question, are students able to learn and apply vocabulary that was not pre-taught but was instead introduced at the moment students needed the vocabulary. This research also examined whether there were differences in the vocabulary scores of English Language Learners (ELL) and non-ELL students. Students completed a science vocabulary pre-test for vocabulary related to nuclear chemistry and chemical bonding. Then, over the course of the two units, students completed guided inquiry activities which explored the concepts of nuclear chemistry and chemical bonding. Vocabulary was introduced after students had explored these concepts, and the terms were defined and added to student vocabulary trackers and the class word wall. At the end of each unit, students completed a vocabulary post-test, which consisted of both recall and application questions. At the end of the second unit students were asked to complete the survey assessing attitudes toward this method of instruction, and a small percentage of students also participated in an interview. Both ELL and non-ELL students showed statistically significant gains from pre-test to post-test in both vocabulary knowledge and confidence. Results indicate that students effectively learn content vocabulary even when the vocabulary is not explicitly pre-taught.
The effect of introduced literacy strategies on the use of academic content vocabulary in a high school biology classroom
(Montana State University - Bozeman, College of Letters & Science, 2019) Hollabaugh, Zabrina Diane; Chairperson, Graduate Committee: Greg Francis
The implementation of selected literacy strategies provides content-based resources for students in a high school biology class to better understand the scientific vocabulary. Throughout the course of this research students utilized two type of graphic organizers, science vocabulary awareness chart and double bubble compare and contrast, as well as one type of study model, SQ3R, with the goal of achieving a better understanding of the scientific vocabulary. In particular vocabulary involved with the concepts of DNA, Ecology, and Evolution. The concept of Mendelian genetics was used as the comparison concept for the data analysis. This research study showed an increase in student confidence in regards to their ability to read the text while utilizing the literacy strategies. Though there was no significant statistical improvement on their assessment scores, student participation increased as they gained confidence while using the literacy strategies. The students indicated that the study model, SQ3R, was their preferred literacy strategy as it allowed them to critically process the vocabulary and concepts they were reading.
Word power! How vocabulary instruction impacts the 10th grade biology class
(Montana State University - Bozeman, College of Letters & Science, 2019) Christensen, Liesel Bennion; Chairperson, Graduate Committee: Walter Woolbaugh
High school science classes are heavy in content-specific vocabulary. Many students, particularly those who have lower reading abilities, have a difficult time answering the summative assessment questions because they cannot understand what the questions are asking. However, vocabulary instruction is often boring, ineffective, and time consuming. My purpose in conducting this classroom research project was to make realistic and sustainable changes to my vocabulary instruction using purposeful, effective, and engaging methods. In this study, students were taught vocabulary through the 'non-traditional' process of prioritizing vocabulary lists, coordinating morphemes, introducing words in context, explicit instruction through engaging activities, and teaching comprehension rather than memorization. The effect on assessment scores and student attitude were measured using pre and post-tests, surveys, content exams, and a teacher journal. Qualitative and quantitative data results suggest an increase in student content assessment scores and a positive effect on student attitudes.
The Frayer method: teaching vocabulary in the science content area for middle school life science
(Montana State University - Bozeman, College of Letters & Science, 2018) Tracy, Sue; Chairperson, Graduate Committee: Greg Francis
Teaching techniques that allow students to define new vocabulary words and then use them in science context is difficult and a challenge for many science teachers today. Ensuring their students get a good foundational background and can understand the information they read and to fully participate in class discussion is a key motivator. This action research project set out to design, implement and utilize the Frayer Model for vocabulary instruction and compare it to traditional means of vocabulary acquisition. Instead of having my students define vocabulary words from the text, I had students use the Frayer Model -- Graphic Organizer in vocabulary groups for the new terms they were required to learn. Students then had to demonstrate they could define and use the new terms contextually. Qualitative and quantitative data modes were utilized to collect data to analyze if the testing method made a difference to my students' understanding of vocabulary. Students were given a pre-test before new words were assigned and an identical post-test when the terms were learned. The pre- and post-tests data were compared using normalized gains to record growth in students' ability with definition and contextual use of terms. A paired t-test was then conducted with the normalized gains data to discover whether the changes were significant or chance. The comparison and post-implementation survey were administered to students. This qualitative, nonparametric data tool will be evaluated using a frequency method to determine the connections of student perceptions to students' desires to read. A vocabulary knowledge scale tool and a student-teacher post implementation survey were conducted to determine teaching efficiencies and inefficiencies. Analyzed data revealed no significant educational gains using the Frayer Method. Data also revealed students did not perceive a gain in their learning either, however, students did report they still wanted to use the graphic organizer. As the instructor, I gained an incredible amount of information about my teaching techniques and the importance of using multiple methods of vocabulary instruction in my classroom.
Exploring the perceived beneftis of the flipped classroom in a community college medical terminolgy course
(Montana State University - Bozeman, College of Letters & Science, 2017) Shoemaker, Jeretta; Chairperson, Graduate Committee: Walter Woolbaugh
Students today are managing many aspects of life outside of school obligations, resulting in missed class time and less exposure to lecture material. Flipped classroom techniques have been said to influence students' flexibility of personal time for learning, as well as academic achievement and overall course enjoyment. The purpose of this study was to identify benefits associated with the utilization of flipped classroom techniques, for both the students' and the instructor, in a college level Medical Terminology course. Data collection tools were developed to identify trends in these focus areas. During a five-week time period, flipped classroom techniques (treatment) were employed alternately with the standard lecture style, while covering four units of material. During the treatment students' watched short videos via the colleges' learning management system on their own time prior to class. This freed up class time for interactive learning with the use of engaging peer-to-peer activities, and completion of what would typically be considered homework materials. On alternate units, lecture was delivered with the standard didactic method previously employed, and homework assignments completed on their own time. If, after lecture was completed and time allowed, interactive activities were implemented during class. Results indicate no difference in student academic success between the two teaching methods. Student enjoyment of the course was markedly improved (28%), as well as increased flexibility of personal time (22%) with the treatment. Instructor benefits included an increased enjoyment of teaching, increased curriculum flexibility, and improved instructor-student relations. The instructor preparation time associated with the initial use of the treatment initially felt prohibitive, but the resulting benefits for all study subjects involved negated this.
Inquiry-based instructional strategies and science content vocabulary
(Montana State University - Bozeman, College of Letters & Science, 2017) Idar, April M.; Chairperson, Graduate Committee: Greg Francis
Due to the sophisticated academic vocabulary in science, students need help in learning and processing academic vocabulary and language to become independent science learners. The purpose of this study was to investigate which inquiry-based instructional strategies will effectively improve student acquisition of science content vocabulary. This action research-based classroom project was conducted at Heritage High School in Littleton, Colorado. Treatment was implemented in three freshman level physical science classes (N=87) during the months of January, February, and March 2017. Content-specific vocabulary terms were taught using traditional direct instruction and compared to vocabulary instruction using the inquiry-based strategies 5E Learning Cycle and gamification. Comparison of vocabulary pre- and post-assessments has shown that all three instructional strategies improved student vocabulary acquisition (p = 0.00), however there was not a significant difference between the three instructional strategies (p = 0.49). The 5E Learning Cycle had the highest post-test mean score, highest average normalized gains, and had the greatest decrease in standard deviation between the pre-and post-test indicating it was likely more effective than direct instruction and gamification instructional strategies. Student responses on the Student Input Survey and post-treatment interviews showed that students enjoyed the 5E Learning Cycle and gamification instructional strategies and felt that these strategies improved their motivation, engagement, and learning of content vocabulary more than direct instruction.
The effects of explicit science vocabulary instruction on vocabulary acquisition on the Flathead Indian Reservation
(Montana State University - Bozeman, Graduate School, 2016) Stockton, William M.; Chairperson, Graduate Committee: Peggy Taylor.
Explicit vocabulary instruction is a teaching strategy that involves a teacher selecting three to five vocabulary words and focusing instruction around those words. When working with students who are English Language Learners or struggle with vocabulary acquisition, this strategy is thought to be very successful. Students on the Flathead Indian Reservation often struggle with vocabulary acquisition. In addition to this, some Native American students are also labeled English Language Learners; thus, the amount of explicit instruction was increased over several units. Significant gains were observed in each of the three units, but because these gains did not correlate with the increase of instruction, the quantitative data was inconclusive. These gains do indicate that the baseline of 22% instructional time was an adequate amount of instruction to improve scientific vocabulary acquisition.

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