Scholarship & Research
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Item The impact of project based learning on student engagement and motivation(Montana State University - Bozeman, College of Letters & Science, 2023) Johnson, Katrina Marie; Chairperson, Graduate Committee: C. John GravesThe purpose of this study was to determine the effect that a project based instructional method would have on student achievement and attitude towards science. Students were given a pre-unit survey regarding attitude and confidence in science as well as a pre-test to gauge content knowledge. During the study, the treatment group received instruction based heavily around projects, with students constructing model atoms and alternate periodic tables. The non-treatment group received instruction in a traditional format of lecture and class discussion. Throughout the study, both groups of students were given Claim, Evidence, Reasoning prompts to evaluate their understanding of concepts relating to atoms and the periodic table. Students were given the same survey and pre-test questions at the end of the unit to determine if project based learning had an effect. Students in the non-treatment group showed a greater improvement in confidence and post-test scores whereas students in the treatment group improved more in their critical thinking and reasoning skills.Item Model-based inquiry in the high school chemistry classroom: how does model-based inquiry affect learning retention?(Montana State University - Bozeman, College of Letters & Science, 2023) Carson, Christa Eleanor; Chairperson, Graduate Committee: C. John GravesModel-based inquiry is a style of pedagogy that involves the creation and analysis of physical, conceptual, and mathematical models as a means of teaching and learning science. This study aimed to ascertain the capacity of model-based inquiry (MBI) to impact learning retention in students of a 9th and 10th-grade chemistry course. Over the course of two introductory chemistry units, students used MBI-styled activities and unit storylines to uncover essential ideas. The fundamental concepts of each unit were assessed using a pre-test and post-test (Post I), with an additional post-test (Post II) administered several weeks after the culmination of that unit. Students were also prompted for their confidence level on these assessments. To analyze the interplay between MBI, attitudes about science, and comprehension, students were surveyed using the Colorado Learning Attitudes about Science Survey before and after the research period. Additionally, a sample of students was interviewed about their knowledge and experience using scientific models. Analysis of the quantitative and qualitative data from this study has revealed that a guided approach to MBI has some positive effect on learning retention. This study's use of MBI was found to have a moderate impact on student attitudes about learning chemistry, and a limited impact on student understanding of scientific modeling.Item The effects of incorporating visual representation daily into the high school science classroom(Montana State University - Bozeman, College of Letters & Science, 2022) Finkbohner, Sydney Aaron; Chairperson, Graduate Committee: C. John GravesThe purpose of this study was to determine if student understanding and output on assessments would increase if visual representation, both teacher provided and student created, was used on a regular basis. A sub purpose of this study was to see if student attitudes and interest in the class increased when visual representation was used during the lessons. The same group of students went through a nontreatment unit and two treatment units in a conceptual chemistry course. The nontreatment unit, dimensional analysis, was taught in a more teacher centered way, using more lectures and traditional labs and little to no visual representation, while the treatment units, stoichiometry and solution: Molarity, were taught with daily visual representation, included demonstrations, manipulatives, hands on exploration labs, flow charts, and infographics. Pretest and post test scores for each unit were compared through normalized gains to see if there was an increase from the nontreatment unit to the two treatment units. Statistical testing indicated that students learned chemistry concepts better when visual representation were used during the learning process. The students had higher normalized gains on both treatment units compared to the non-treatment unit. Using visual representations on a regular basis also increased student interest and attitudes towards the content being taught. Students were more curious about the topics as well as had better attitudes about the class and what they were learning when they could see it visually and explore it though hands on explorations.Item The 5E model of learning in a chemistry classroom(Montana State University - Bozeman, College of Letters & Science, 2022) Lippert, Mercedes; Chairperson, Graduate Committee: C. John GravesThe 5E model of learning includes five stages: engage, explore, explain, evaluate, and elaborate. The focus of my action research was to study the effect of the 5E model of learning on student learning and retention in chemistry. The study also investigated its effect on students' attitudes towards science and inquiry. During the duration of the study, two chemistry units were taught to two high school chemistry classes consisting of a total of 35 students. One class was taught one unit with the 5E model while the other class was taught using traditional methods, and then the classes were swapped for the next unit. Average test scores among treatment and non-treatment groups were not very different. However, lower-level students largely benefitted from following the 5E model. Students' attitudes towards science and inquiry improved after treatment. I'm looking forward to further incorporating the 5E model in a chemistry classroom throughout the school year.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 Metacognitive strategies in secondary science education(Montana State University - Bozeman, College of Letters & Science, 2022) Benson, Stacey Rochelle; Chairperson, Graduate Committee: C. John GravesStudents often struggle to meaningfully reflect on their conceptual understandings, establish well-defined learning goals, and employ strategies that effectively bridge learning gaps. The benefits of metacognitive strategies in the science curriculum to enhance student self-awareness is well-documented in the research literature. Metacognition refers to one's considerations for their own thinking and learning. Metacognitive strategies can be subdivided into three categories: planning, monitoring, and evaluation. Planning strategies are utilized prior to a task or unit to encourage goal setting, establish prior knowledge, and identify learning objectives. Monitoring strategies aid students in actively gauging their learning progress. Evaluation strategies nurture student reflection on learning success and assessment preparation techniques. The effectiveness of planning, monitoring, and evaluation metacognitive strategies on assessment performance and perceived learning was investigated within an Alberta Biology 20 class of 19 students. The project time frame was subdivided into five, approximately two-week sessions, and the first session represented a non-treatment stage. Students implemented planning, monitoring, evaluation, and combined strategies for the subsequent four treatment sessions. At the conclusion of each session, students were summatively assessed on their recent content knowledge. Box and Whisker Plots were generated for a visual comparison of the assessment score distributions. A Friedman Two-Way Analysis of Variance by Ranks and a Post-hoc test examined significance between assessment scores for the five sessions. Assessment score ranks sums were statistically significant between the no treatment sample and treatments 2, 3, and 4 respectively, suggesting that metacognitive strategies may contribute to an increase in assessment performance. Likert-style surveys with accompanying open-ended questions were provided to participants at the conclusion of each treatment. The anonymous surveys required students to compare strategy effectiveness between and within treatments, to consider how likely they were to independently use metacognitive strategies in future classes, and to express their interest in learning additional strategies for a particular type. Survey data supported the claim that the incorporation of metacognitive strategies within the curriculum improved the perception of learning. Most students retained a favorable opinion of metacognition strategies throughout the study, and believed the strategies were effective at fostering the development of conceptual understandings.Item Evaluating the effects of a storyline instructional approach on biology student performance and attitudes(Montana State University - Bozeman, College of Letters & Science, 2022) Cullian, Shane Michael; Chairperson, Graduate Committee: C. John GravesThis study was conducted to determine whether a storyline approach to teaching high school biology had an effect on student performance and attitude toward science in comparison to a traditional approach. Three sections of biology and honors biology classes were exposed to traditional science instruction as a non-treatment unit, which preceded a treatment unit that incorporated a storyline approach by using concepts such as anchoring phenomena, collaborative sense-making using science practices, and whole-group discussions directed towards constructing knowledge. Scores from each unit's pre-and post-tests were compared to determine any significant difference between mean and median values, in addition to an analysis of survey data and focus-group interviews. Results indicated that students performed better on the non-treatment pre/post tests and statistical analysis show that these differences are significant. Results also indicated that students performed worse on the first treatment posttest, yet marginally better on the second treatment posttest compared to the pre-test. Statistical analysis show that these differences are both significant as well. Student attitudes toward learning also increased as a result of this study.Item Study on the nature and perceptions of single-gender education(Montana State University - Bozeman, College of Letters & Science, 2021) Weed, McKenzie; Chairperson, Graduate Committee: Greg FrancisThe validity of single-gender education is a debated topic within the field of education. Research on best practices is limited. As part of their 'Strategic Vision,' Regis Jesuit High School in Aurora, Colorado expressed a goal to become a leader in single-gender education. This study seeks to uncover the nature and perceptions of single-gender education at the school as an initial step towards achieving this goal. Surveys and interview were conducted to expose students' and teachers' attitudes and perceptions towards single-gender education. The results indicated primarily positive perceptions and attitudes towards single-gender education from both students and teachers, although there as much variation in the survey data. Girls seemed to have a more positive perception of single-gender education than boys. This action research study showed there is room for improvement in areas of course offerings, school culture, student peer interactions, and teacher professional development related to single-gender education.Item Using case studies to help chemistry students understand science concepts(Montana State University - Bozeman, College of Letters & Science, 2021) Ronquillo, Elizabeth Roxanne; Chairperson, Graduate Committee: Greg FrancisThe purpose of this project was to study the effects of problem solving case studies on student understanding of high school concepts. Students were exposed to a case study that related chemistry content to real world applications. The project began with a non-treatment group studying periodic trends where students engaged in traditional chemistry learning activities which included reading, lecture, video, and virtual labs. The treatment group also had students engaged in traditional chemistry learning activities with the addition of including a real-world case study with class discussion. Data were collected using student pre-unit and post-unit assessments, surveys and interviews as a measure of student content understand, higher-level thinking, student attitude and motivation. Teacher data were also collected using student observations and teacher reflections to gain understanding of student attitudes and motivation. The data showed no difference between the two groups regarding post-assessment scores. The data showed some of the students' attitudes about science improved when applied to real world scenarios using case studies.