Scholarship & Research
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Item Effect of professional development on teachers' understanding of interdisciplinary earth science concepts(Montana State University - Bozeman, College of Letters & Science, 2023) Huffman, Sue Ellen; Chairperson, Graduate Committee: C. John GravesThe Critical Zone describes the interactions that support life on Earth among the biosphere, geosphere, hydrosphere, and atmosphere. To truly understand the complex processes, scientists must look outside their immediate focus: geologists, biologists, hydrologists, and physicists collaborate to see how their research fits together. Teachers can do the same and use critical zone concepts to bridge across subjects and from the classroom to the real world. Unfortunately, K12 teachers may not have the requisite knowledge or research experience to feel confident in incorporating critical zone topics into their classes, and professional development services provided by scientists may not properly meet those needs. A three-day professional development program, the result of a collaboration between a research group, Critical Zone Network Drylands Hub, and a non-profit science center, Insights Science Discovery, was developed to support teachers with including place-based, cross-curricular instruction. This mixed-methods study aimed to measure the impact on teachers' knowledge of the related concepts and their confidence in teaching it. Teachers were assessed, surveyed, and asked to draw an image or mental representation of the critical zone model and identify related academic disciplines. Both teachers and contributing scientists were surveyed to learn how their motivations for participating in professional development compared to one another. Mental models increased in their complexity and accuracy of CZ components. This result, combined with a modest improvement in their performance on assessments and a substantial increase in confidence towards including CZ concepts in their curriculum, could indicate that the PD successfully impacted teachers and actions in the classroom. Surveys also revealed that teachers and researchers share many of the same motivations for participating in PD. Ultimately, both groups shared that contributing scientists could be better informed about the teachers' context and needs, making PD content more relevant and applicable to better support student motivation and learning.Item The effectiveness of pre- and post-tests data on a science teachers' lesson planning(Montana State University - Bozeman, College of Letters & Science, 2023) Myers, Ashley; Chairperson, Graduate Committee: C. John GravesThe purpose of this study was to investigate how using a pre- and post-test could be beneficial for students, the teacher, and the teacher's future planning in a high school science setting. The project used pre-existing data from the 2021-2022 school due to an overseas military relocation. For the procedure, students were given a pre-test prior to learning the material and then the outcomes were studied. This analysis provided topics where students struggled and areas where they succeeded, which aided the planning process for activities, assignments, and assessments for the unit. At the end of the unit, the students were given the same test as their post-test. This analysis provided data on where students succeeded and areas still needing improvement for future lesson planning purposes. The results from this investigation yielded a positive outcome for teaching strategies, lesson planning, and student growth success. Since pre- existing data was used, there are ways to enhance this project to make it better for both teacher and student, by implementing reflection sheets for the teacher and questionnaires for the students. Exploring this avenue for a more effective lesson planning technique has its pros and cons, but it was shown, from this investigation, that implementing a pre- and post-test strategy enhances the teacher evaluation of student needs for the curriculum and thusly improving student content knowledge.Item Use of claim, evidence, reasoning, writing in a middle school science classroom(Montana State University - Bozeman, College of Letters & Science, 2022) Patton, Jessica A.; Chairperson, Graduate Committee: C. John GravesThe implementation of this action research focused on students' ability to write scientific explanations after science investigations. This research was conducted in a 6th grade Earth Science classroom in the spring of 2022. Prior to the research, I noticed students struggling with written reflections and explanations of the science concepts. Prior to the treatment, students' reflections were unclear, and connections to the science concepts were missing or incomplete. I implemented the instruction of the CER (claim, evidence, reasoning) framework to help improve my students' scientific reasoning skills and confidence while writing scientific explanations. The results showed overall improvements in students' ability to write scientific explanations and use evidence in their writing. It was concluded that the implementation of the CER framework positively impacted students' writing abilities in the classroom.Item Crosscutting concepts as language for reasoning and sensemaking in high school earth science(Montana State University - Bozeman, College of Letters & Science, 2022) Zimmerman, Libby C.; Chairperson, Graduate Committee: C. John GravesThe Disciplinary Core Ideas for High School Earth Science are filled with information relevant to many challenges humans are facing across the globe. To benefit from this growing body of knowledge, it is increasingly important that we support students in improving reasoning and communication as part of scientific literacy. This research explored the impact direct instruction of Crosscutting Concepts had on recognition of the CCC's across content, detail and specificity of reasoning, and self-efficacy related to science communication in high school Earth Science students. Students were divided into two groups one receiving direct instruction related to Crosscutting Concepts through mini lessons and specific classroom tools and templates. The non-treatment group experienced the same content and general references to Crosscutting Concepts but did not receive direct instruction. Mixed methodology was used to collect quantitative and qualitative data using surveys, formative assessment through Interactive Science Notebooks and Misconception Probes and summative assessments through content specific unit tests. Students in both groups made progress in recognition of Crosscutting Concepts with students in the treatment group reporting more confidence in this skill. Interviews, and observation showed students in the treatment group were more likely to see connections to Crosscutting Concepts across topic areas and use the CCC's in discussion. Survey results showed direct instruction increased students' perception of value in applying Crosscutting Concepts in their reasoning. There was not a significant difference in the specificity and detail of reasoning between treatment and non-treatment groups. Results suggest that these same methods can improve recognition of Crosscutting Concepts across content, increase self-efficacy related to communicating science ideas and contribute to a common language in the classroom that can be used by students to support each other's thinking and focus discussion and exploration of phenomenon.Item The effects of the 5E learning cycle on high school science students(Montana State University - Bozeman, College of Letters & Science, 2022) McCollough, David Frederick; Chairperson, Graduate Committee: C. John GravesIn this study, high school Earth science students were taught units on geologic time, oceanography, weather, and meteorology using the 5E learning cycle and traditional teaching methods. Pretest and posttest assessments, delayed posttests, observations, student interviews and pre- and post- TOSRA surveys were used to determine how the 5E learning cycle affects high school students. Results of this study suggested that there was no significant difference between outcomes of the two teaching methods. However, students seemed to enjoy the inquiry approach of the 5E learning cycle.Item 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 GravesTo 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.Item Modeling in high school earth and space science(Montana State University - Bozeman, College of Letters & Science, 2021) Wise, Emily Sarah; Chairperson, Graduate Committee: Greg FrancisModeling is a key practice embedded in the Next Generation Science Standards (NGSS) and its purpose is to help students develop their ability to reason, explain, and apply their classroom learning to real world phenomena. Students often struggle to take their science content learning and use to explain complex scenarios. In this study, all teaching and learning was done via Zoom for the duration of the research period due the COVID-19 pandemic. In order to develop the skills required for modeling and to help promote engagement during synchronous class sessions, students participated in twelve weeks of virtual modeling-based instruction and synchronous classroom activities as well as two summative assessments that required them to model complex phenomena around Earth and space science. Students were asked to self-evaluate their ability to use and develop models at the beginning and the end of the research period. The data did not show that student confidence improved from the beginning to the end of the treatment, nor did student scores on the summative modeling assessments improve from the beginning to the end. Required remote learning was a new experience for all students and it proved to be a tremendous struggle for both engagement and assignment completion and submission.Item The effects of using learning progressions for student mastery(Montana State University - Bozeman, College of Letters & Science, 2021) Hill, Michael Frederick; Chairperson, Graduate Committee: Greg FrancisIn order for students to achieve a high level of knowledge, teachers and students should be able to identify areas of understanding and areas that need improvement. Designing a progression that identifies concepts help guide teachers and students through the learning process. Students have the opportunity to show mastery in a concept before progressing to the next level. This action research provided students with a progression to guide their learning. Students reflected on each concept before moving to the next. As a result, students were able to show significant growth as well a sense of confidence in learning.Item Effects of using technology on student engagement and achievement in science(Montana State University - Bozeman, College of Letters & Science, 2021) Stangeland, LeeAnn Renae; Chairperson, Graduate Committee: Greg FrancisIn this investigation, an eighth grade Earth Science class was studied to determine whether using different technology applications would promote student engagement, interest, and improve student achievement. This particular class was lacking in engagement, interest, and achievement, so this was a great investigation to complete with them. This class completed three units without the technology applications, and three with the technology applications. Results revealed higher student test scores, interest, and engagement during the units using the added technology applications.Item The influence of the science stations approach in a sixth-grade earth and space classroom(Montana State University - Bozeman, College of Letters & Science, 2021) Snouffer, Stephanie Leanne; Chairperson, Graduate Committee: Greg FrancisThe purpose of this study was to determine the influence of the science stations approach in a sixth grade Earth and space classroom. Multiple intelligences, Next Generation Science Standards (NGSS), and student engagement were examined during research. A student sample of 28 sixth graders completed science stations in tangible and digital modes within nine units of the middle school Earth science curriculum. All units were taken into account to gauge science stations' effect on student engagement and multiple intelligences. A performance task map and pre- and post- tests covering the topics of plate tectonics, volcanoes, and the rock cycle were used to examine NGSS achievement. Students also completed a 'Getting to Know You' survey, Science Stations Student Self-Assessment Survey, and a Learning Preferences Interview. The stations utilized in this study were created by Kesler Science. Results showed that every multiple intelligence was represented in at least two stations, except for musical intelligence, covering a diverse group of learners. Nearly all of the science and engineering practices and cross-cutting concepts stated in the NGSS standards were represented in at least one station as well. Findings for student engagement expressed positive responses and higher completion rates for tangible modes. Additionally, students favored stations that involved illustrations and hands-on activities, but found reading and writing tasks undesirable. By the end of data analysis, it was determined that the science stations approach supported and strengthened multiple intelligences, NGSS standards mastery, and student engagement.