Scholarship & Research
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Item Learning through science field experiences: an evaluation of the effects of experiential learning in a fourth grade class(Montana State University - Bozeman, College of Letters & Science, 2018) Machin, Jena; Chairperson, Graduate Committee: Walter WoolbaughStudents are not always allowed the opportunity to gain real world science knowledge from field trips. This study analyzed students' performance on science based assessments before and after participating in hands-on science field trips. This study also analyzed how a field trip could affect the students and teachers attitudes toward learning. Students in a fourth grade class participated in three field trips throughout the school year. After each field trip students took a test to assess their learning, participated in student interviews, and recorded thoughts and feelings about the trips. The results of the study indicated positive gains in both students' conceptual knowledge and their attitudes towards learning. Participation in field trips had a positive impact on the studied students' content knowledge and attitudes, as well as a positive impact on the teacher's instruction.Item Addressing misconceptions through inquiry in first grade science(Montana State University - Bozeman, College of Letters & Science, 2018) Jones, Cameron Cecil; Chairperson, Graduate Committee: Greg FrancisInquiry-based teaching harnesses students' innate curiosity and ability to be natural scientists. Students have misconceptions that may interfere with learning about scientific concepts, whether learning through their own experiences or from friends, family, or school. Many students retain or revert back to their misconceptions, even after instruction designed to challenge old ideas and accept the new ideas. Although inquiry-based learning is recommended, it is far from the norm and many teachers show apprehension about teaching through inquiry. Different forms of inquiry may or may not be effective at repairing student misconceptions. This classroom research project analyzed the effectiveness of four types of inquiry-based instruction in repairing scientific misconceptions in a first grade class. A demonstrated inquiry unit was taught on the movements of the sun, moon, and Earth across the sky. The second unit was about the seasons and taught as structured inquiry. Then a 5E guided inquiry unit was taught about light. The last unit was an open inquiry on sound. At the beginning, the end, and one month following each unit, a series of misconception probes were administered. The probes measured nine targeted concepts along with student confidence in the concepts. Students' perception of their learning was measured using daily administered Likert surveys on engagement and control of learning. The results of the study indicated that students learned some of the new concepts, but they also retained many of the misconceptions. Some misconceptions were created or became more popular throughout the treatment. The results also indicated that many students had a better understanding of some of the topics a month after the unit was completed. Overall students perceived inquiry-based instruction to be engaging.Item Cultivating young minds and a sense of place through teacher professional development(Montana State University - Bozeman, Graduate School, 2016) Vercoe, Emily; Chairperson, Graduate Committee: Peggy Taylor.This project is a professional development experience for educators at Colegio Monte Verde, a primary school serving students from ages three to twelve in Castro Chile. It addresses integrating agroecology, a form of place-based education, into the school curriculum for the 2016 school year, beginning in March. It consisted of four phases: educator curriculum and content development onsite at Centro de Education y Tecnologia Chiloe's experimental farm, summer on and off-site professional development for educators, modeling teaching strategies and content with students, and a presentation of learning in which teachers shared their own place-based lessons. The study is designed to explore how agroecology can be used as a teaching tool to help students better understand the world around them and look at their community as a living laboratory.Item The effects of increased science instructional class time on a second grade classroom(Montana State University - Bozeman, Graduate School, 2016) Marshall, Angela; Chairperson, Graduate Committee: Peggy Taylor.Science learning time has been on the decline because of increased time spent on language arts, reading and math. Lack of supplies, equipment and support from administrators are also contributing factors. Connections between math and science seem natural. The purpose of this study was to evaluate the effect that increased science class time, enriched with mathematically based skills, had on the students' understanding of content, as well as interest, motivation and confidence in math and science. Evaluations of scores, surveys, and interviews were performed to assess results.Item Outdoor education : the effects of outdoor learning on student success(Montana State University - Bozeman, Graduate School, 2016) Konopacki, Jennifer Ruth; Chairperson, Graduate Committee: Peggy Taylor.This project focused on involving students more in the outdoors as part of their regular classroom curriculum. Outdoor educational activities, as well as guest speakers from the community were used to supplement current curriculum. The purpose was to investigate student motivation and attitude towards learning science, their opinions of being outdoors and outdoor learning, and level of concern for the environment. Students participated in water quality monitoring at a local stream, learned about native Montana wildlife in a greenhouse at our local community garden, went on a nature hike, and collected and identified macroinvertebrates at the Woodson Ranch in Laurin, Montana. Results showed that student interest and attitudes towards the outdoors, as well as test scores, increased significantly after being exposed to outdoor learning.Item A determination of the effectiveness of the individualized instruction in the primary grades of the Bozeman schools(Montana State University - Bozeman, 1970) Gray, Mary WisemanItem Chronological age versus flexible plans as bases for admission to the first grade(Montana State University - Bozeman, 1960) Gaustad, Jane G.Item To what extent are first grade teachers providing for individual differences in readiness instruction(Montana State University - Bozeman, 1963) Toner, JerryItem Analysis of preprimer, primer, and first grade vocabulary(Montana State University - Bozeman, 1974) Stimson, Michael Rodger; Chairperson, Graduate Committee: Willis VandiverItem A study to determine the present status of family life and sex education in grades kindergarten through four in Bozeman, Montana(Montana State University - Bozeman, 1969) Sommerfeld, Ruth D.; Chairperson, Graduate Committee: Elnora A. 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