Scholarship & Research
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/1
Browse
3 results
Search Results
Item K-8 preservice teachers's preparedness for technology integration in mathematics: examining perspectives, anticipated practices, and abilities(Montana State University - Bozeman, College of Education, Health & Human Development, 2022) Meyerink, Monte Shane; Chairperson, Graduate Committee: Fenqjen Luo; This is a manuscript style paper that includes co-authored chapters.Research on the use of technological resources--such as virtual manipulatives and mathematical games--in kindergarten through eighth-grade mathematics has highlighted numerous benefits to students' achievement in and attitudes toward mathematics. However, studies have also highlighted preservice teachers' lack of preparedness to integrate technology into their future classrooms. Thus, the purpose of this dissertation is to examine kindergarten through eighth-grade preservice teachers' preparedness to integrate technology into mathematics by analyzing their perspectives on technology integration, their anticipated technology integration practices, and their technology integration abilities. In this three-manuscript dissertation, qualitative analyses employed a social constructivist paradigm and utilized an ethnographic approach to examine preservice teachers' preparedness to integrate technology. By using the PICRAT model as a guiding theoretical framework in each study, preservice teachers' perspectives and abilities were examined in relation to how their anticipated uses of technology would impact mathematics instruction in respect to both students' learning and teachers' pedagogical practices. Findings showed that preservice teachers' tended to report a lack of knowledge in relation to technology integration and both ask questions and express concerns related to how to appropriately integrate technology into mathematics. Nevertheless, preservice teachers also reported an intent to integrate technology into their future classrooms at a relatively frequent basis. When examining preservice teachers' abilities to either evaluate an existing geometry activity or create a geometry activity that utilizes a technological resource, preservice teachers tended to evaluate or create activities that integrated technology in a way that both enabled interactive learning on behalf of the students and amplified teachers' pedagogical practices. Activities that used technological resources to either promote students' passive learning or replace teachers' practices were less frequent, and activities that used technology to either foster students' creative learning or transform teachers' practices were rare. Additionally, preservice teachers' activities tended to align with PICRAT levels that are associated with higher degrees of impact on mathematics instruction when preservice teachers evaluated activities rather than created activities. To conclude, implications for teacher education programs and areas of future research are presented and discussed.Item Reexamining the undergraduate introductory biology laboratory pedagogy(Montana State University - Bozeman, College of Letters & Science, 2021) Camp, Laura Bernice-Flippo; Chairperson, Graduate Committee: Greg FrancisIn response to COVID guidelines, a flipped laboratory learning model was implemented in an undergraduate biology laboratory curriculum. As a result, class size was decreased and the course pace was increased. Learning outcome data collected over three years compared the effects on student learning due to these changes (N=543). Owing to the decreased in-person laboratory time and increased pace of the course, student preparedness when arriving at the laboratory session was imperative to their success in learning the material and completing the laboratory exercise in the allotted time. To accomplish this goal, we improved some of the previous existing resources already in place and created a flipped laboratory method. Students came prepared for the laboratory exercise before they attended the laboratory class and were better able to achieve success possibly due to the required pre-laboratory assignments. Online video recordings of the laboratory procedures and a narrated PowerPoint that explained the concepts of the lab exercises, along with the laboratory manual and lecture material, were provided to the students before laboratory attendance and were used to complete pre-laboratory quizzes. The effectiveness of these resources and the flipped-learning pedagogy was determined using end-of-course student and faculty surveys, learning outcome data, and a teacher journal. The effect on learning outcomes using the flipped-learning model was compared to student learning outcomes in the same course in previous semesters. Faculty surveys compared observations of the students and the course pre- and post-COVID. This paper addresses how a flipped learning approach improved student preparedness by providing a flexible learning format that allowed students to become familiar with the material and the procedures before attending the laboratory class. Student preparedness using the flipped-learning model contributed to successfully increasing learning outcome scores along with the student and faculty perceptions of the class as a whole. Faculty and student surveys revealed that flipped learning and schedule changes resulted in both positive and negative student experiences, however, the majority of the findings were positive. Faculty surveys found the course design and challenges encountered to be useful in making further improvements to the course.Item Using student perception of college environment for developing academic self-efficacy in engineering and computing education(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Clark, Jennifer Irene; Chairperson, Graduate Committee: Tricia SeifertNext Generation Experts (NGE) are needed to fill engineering and computing careers. Access to college degree programs in these disciplines has been identified as an important contribution in addressing this problem. Students enter university with varying levels of academic readiness based on environmental circumstances outside their control. In Montana, many communities are limited in their ability to provide advance math and science coursework with even fewer providing engineering or computer science topics. Montana State University (MSU) is the state's land grant institution is charged with educating the sons and daughters of Montana's working class citizens. This problem of practice study considers the experience of academically underprepared (AUP) students interested in engineering or computing with retention initiatives in the Norm Asbjornson College of Engineering (NACOE). Understanding student perceptions of how the college environment influences academic self-efficacy development with engineering and computer science content can provide direction for retention programming. This qualitative study uses a complex theoretical framework, and phenomenography as a research approach to consider the range of student experience with an AUP retention program in the NACOE. Thirteen students participated in a study version of the AUP retention program which consisted of 6- topic focused, weekly meetings. Eight students provided feedback through a 1:1 interview following a semi-structured interview protocol. Interviews were transcribed, coded, and analyzed using an iterative process introducing a shift in perspective related to the relationship between physiological states and their influence over mastery, vicarious, and social persuasion experiences. Physiological states sit in the space between environmental experiences continually shading engagement between the environment and student. Findings described how physiological states interact with mastery, vicarious, and social persuasion experiences. Environmental factors, including people, had an influence on the developing relationship between AUP students who participated in a study version of the AUP retention program. Demonstrating the importance of structure, this study showed the value of community in developing relationships between students and academic content. Normalizing the variety of academic readiness levels shifts from deficit thinking to an allowance of gracious space to begin a college degree from any point without a hidden script of expectation. Borrowing from the college athletics' programs, introducing a Redshirt year changes the game. The Redshirt in Engineering Consortium borrowed and implemented this idea to support recruitment and retention in AUP populations. AUP students are also the NGE in engineering or computing. It is the responsibility of current experts to teach them they have potential to be successful in these disciplines through inclusive environments.