Scholarship & Research
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Item The effects of inquiry-based teaching in the middle school science classroom(Montana State University - Bozeman, College of Letters & Science, 2023) Furr, Brandon Duke; Chairperson, Graduate Committee: C. John GravesCut Bank Middle School 8th-grade students were introduced to inquiry-based learning through inquiry-based teaching. Students had been reliant on receiving information though lecture style learning with some hands-on activities. This project examined the usage of inquiry- based teaching instead of lecture style. This project was done over two units where treatment groups received inquiry-based teaching while the non-treatment group received lecture style teaching. The periods rotated on the style of instruction they received. The treatment groups had full inquiry-based lessons and the non-treatment group received lecture style instruction and then the activities to follow. Students took a pre- and post-test from each unit. The tests were used to show normalized gains during the unit and to compare to the other classes. Observations of student attitudes and behavior towards inquiry-based learning were recorded in a journal. At the end of units and the end of the study students were given surveys to give feedback about their style of learning choice and effort put in during the units. The treatment groups got scores that were lower than the non-treatment group. The conclusion of this study was that balancing inquiry-based teaching and lecture teaching would be best for students and help improve their understanding of science.Item The effect of inquiry-based learning in high school physics(Montana State University - Bozeman, College of Letters & Science, 2023) Feldbruegge, Adam Frank; Chairperson, Graduate Committee: C. John GravesThe purpose of this action research was to analyze the effect of inquiry-based learning in the high school physics classroom. Specifically, this research analyzed the impact of inquiry-based learning on student ability to scientific reasoning and concept mastery within the units of motion, force, energy, and momentum. The non-treatment group received instruction with a partially flipped classroom approach, with assigned pre-lecture videos and lectures focused on direct application of the content; whereas the treatment group learned through inquiry and following the experiments, were guided with questioning and further labs to fill in conceptual gaps in the content. Pre- and post-test results were analyzed to measure normalized gains in both scientific reasoning and conceptual understanding. Surveys and interviews were analyzed to measure student interest and attitude. The results of this study revealed that the non-treatment group achieved higher normalized gains in conceptual understanding in the areas of force, motion, energy, and momentum; whereas the treatment group achieved higher normalized gains in their ability to reason scientifically. While the theory-practice gap is a real inhibitor to inquiry-based learning in the physics classroom, students were able to connect course content with real-life scenarios, resulting in an overall positive experience for students.Item Next Generation Science Standards and phenomenon-driven storylining in high school biology(Montana State University - Bozeman, College of Letters & Science, 2023) Morgan, Julia Ann; Chairperson, Graduate Committee: C. John GravesThe purpose of this study was to determine if the use of an NGSS centered, phenomenon-driven storylining curriculum would increase student development of scientific literacy and skills as well as student engagement within the classroom. The treatment group received an NGSS driven, phenomenon-based, student-centered curriculum which was grounded in the Africa storyline. The non-treatment group received a teacher led, direct instruction biology curriculum. The treatment group (n=47), had a mean post test score that was 7.5% higher than the control group (n=26). Teacher observations, student surveys, as well as pre and post test results were analyzed. The data supported higher levels of content knowledge retainment, skill development, and engagement within the treatment group.Item Where in the world is physics? Physics in everyday life(Montana State University - Bozeman, College of Letters & Science, 2022) Riordan, Marissa Johnson; Chairperson, Graduate Committee: C. John GravesConnecting high school physics content to everyday life of students is challenging and with students having varying life experiences making connections with each student becomes even harder. By exploring physics through seminar days, inquiry and group activities, and student reflection, students were given shared experiences to make connection to their daily life. By connecting physics curriculum to our everyday experiences, we can learn to apply the basic concepts to investigate safety, learn about nature, space exploration, athletics, the universe, and even a cup of tea. Students participated in pre- and post-treatment surveys, exit slips, science journal reflections, and seminars were used as data collection instruments. Quantitative and qualitative data were collected and analyzed. The results showed the use of seminars and inquiry engaged students in learning. When asked to rank activities carried out in the treatment time, 85% of students ranked a seminar as their first choice for most engaging. Fifty to 85% of students ranked all three seminars in their top three choices.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 effect of teaching through next generation science storylines on factors that affect student learning(Montana State University - Bozeman, College of Letters & Science, 2022) Lifsitz, Jennifer Rose; Chairperson, Graduate Committee: C. John GravesThe goal of this study was to determine if Next Generation Science Storylines could help to increase student engagement, motivation and attitude toward science. Students learned through two methods of teaching. First, they learned through teaching without Next Generation Science Storylines, and then they learned through Next Generation Science Storylines. Pre- and post-treatment daily exit tickets, surveys, interviews and an engagement rubric were used as data collection instruments for attitude, motivation and engagement. Data were processed using both quantitative and qualitative analysis strategies. The results suggested that overall there was no major positive or negative impacts from storyline teaching, however, attitude, engagement and motivation all increased to some degree.Item Anchoring phenomenon and 5Es in high school physics(Montana State University - Bozeman, College of Letters & Science, 2022) Acic, Vasilij; Chairperson, Graduate Committee: C. John GravesThe purpose of this study was to determine if the use of an anchoring phenomenon to drive instruction via the 5E Learning Cycle would increase the overall engagement and achievement with students in my physics courses. The non-treatment group received a teacher-led direct instruction approach, while the treatment group was taught utilizing an anchoring phenomenon and the 5E model to promote more student-led instruction. Pre- and post- test results were analyzed to determine student growth by comparing the mean and normalized gain values between groups. Observations, a behavior tally sheet, and pre- and post- Likert-type surveys helped to gather data on student engagement. The analyzed data indicates more student growth and engagement took place during the treatment unit's.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 Lab summary method and the impact on student learning in high school physics labs(Montana State University - Bozeman, College of Letters & Science, 2022) Beck, Andrew George; Chairperson, Graduate Committee: C. John GravesA large portion of high school physics classes revolve around inquiry-based investigations. These investigations involve creativity, a fluid structure, and problem-solving skills. A classic lab report does not give students the freedom to authentically represent their learning from these investigations. This study investigated three different lab summary methods, a video lab report, claim, evidence, reasoning paragraph, and email home lab report for their effectiveness in student learning, perception of learning, and enjoyment. Student learning was assessed through pre-tests and post-tests and unit exams. Student enjoyment and perception of learning were judged through student opinion surveys and interviews. The results indicated that students learned the most from email home lab reports. Students enjoyed the methods that involved creative elements, the video lab report and the email home lab report. This action research showed the importance of ensuring that the summarization after a lab matches the higher-level thinking skills required of students during the lab process. The importance of giving students an outlet for their voice and creativity was also shown.