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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 Graves
A 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.
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 Francis
The 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.
A study on shifting science curriculum toward inquiry based practices
(Montana State University - Bozeman, College of Letters & Science, 2021) Agee, Chelsea Mahota; Chairperson, Graduate Committee: Greg Francis
The goal of this study was to develop an effective method by which to transform cookbook style labs to include varying levels of inquiry. The study focused on the transformation process as well as on the personal impact of modifying curriculum. A peer-reviewed Inquiry Analysis checklist served as a template for incorporating core aspects of Science and Engineering Practices. Afterwards, three teachers used the checklist for each modified lab to determine the level of inquiry. Students were surveyed to determine their perceptions of learning through inquiry. The results showed that the checklist is an evidence-based aid for teachers to use when seeking to analyze an activity and is a useful guide to increase levels of inquiry. It is applicable to any topic and the process of modification is easily repeatable. Student preferences were mixed, showing most prefer some structure and guidance in labs (guided inquiry), while only a small number prefer cookbook style activities. All surveyed students prefer a science class with hands-on activities.
A study of student engagement in traditional and blended high school physics courses
(Montana State University - Bozeman, College of Letters & Science, 2021) Beck, Marissa Danielle; Chairperson, Graduate Committee: Greg Francis
Online classes are often less engaging for students and result in lower levels of content knowledge. The goal of this study was to assess the level of student engagement and the level of content knowledge obtained between online lab simulations and traditional, hands-on labs, as well as determine which type of activity is more engaging for a traditional physics student compared to a student in a BlendEd physics course (partially online and partially in-person). Data was collected over two units of instruction from surveys, formative assessments, summative assessments, the learning management system called Canvas, and direct instructor observations. Traditional, hands-on labs were found to be more engaging on average for both traditional and BlendEd physics students, and they resulted in higher levels of content knowledge compared to the online simulations. The most successful BlendEd students were able to work well independently and reported high levels of engagement for the online simulations in addition to the traditional, hands-on labs.
Reexamining the undergraduate introductory biology laboratory pedagogy
(Montana State University - Bozeman, College of Letters & Science, 2021) Camp, Laura Bernice-Flippo; Chairperson, Graduate Committee: Greg Francis
In 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.
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 Woolbaugh
Students 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.
When curiosity drives scientific discovery
(Montana State University - Bozeman, College of Letters & Science, 2018) Pike, Clinton; Chairperson, Graduate Committee: Walter Woolbaugh
Through establishing a learning environment that encourages curiosity and enables student discovery through the learning process, students developed their own research and lab investigations. Observational data, student interviews, surveys, and a teacher reflective journal were used to collect data, which was processed using qualitative analysis strategies. The results strongly indicate that allowing students to develop their own learning pathway leads to greater student engagement and increased learning, ultimately improving the learning atmosphere in the classroom.
The impact of peer reivew on constructing arguments based on the claim-evidence-reasoning framework
(Montana State University - Bozeman, College of Letters & Science, 2018) Knapik, Kevin; Chairperson, Graduate Committee: Greg Francis
Classroom peer review strategies have the potential to help students engage in a vital practice of the scientific community. Performing peer and self-critique helped students calibrate their personal level of skepticism so that they can accept accurate claims more frequently when the claim is paired with data. Furthermore, students hold themselves to a higher standard when selecting data to be gathered in a designed experiment after applying critique to multiple approaches to the same assignment. This study was implemented to determine whether explicit peer review and self-reflection strategies impact student perception of the peer review process. Additionally, the study investigated whether the same strategies impact student success on performance assessments where they design their own experiment and critique a fictional experiment. The results indicated that practicing peer critique establishes a sense of confidence in the process. Students thought that peer review was valuable in making outcomes more accurate. Moreover, students were able to narrow their dependent variables more effectively when designing their own experiment and they were more effective at identifying elements of the fictional experiment that were problematic.
Improving measurement accuracy during science experiments with fourth grade students
(Montana State University - Bozeman, College of Letters & Science, 2018) Eichner, Samantha; Chairperson, Graduate Committee: Walter Woolbaugh
This action research study measured fourth grade students' length measurement accuracy on performance assessments and science experiments before and after treatment. The purpose of the treatment was to determine whether meaningful practice would improve students' accuracy. Students' measurement accuracy on science experiments and performance tasks was recorded along with observations, interviews, and surveys. To determine which system they were most accurate in, students measured in both the English and metric systems. The results suggest that with practice students can make notable gains and record fewer unreasonable answers.
Laboratory skills performance assessments in chemistry
(Montana State University - Bozeman, College of Letters & Science, 2018) Buchan, Tyler James; Chairperson, Graduate Committee: Greg Francis
The use of performance assessments in the chemistry laboratory present unique opportunities for formative assessment. When used in conjunction with student self-assessment checklists performance assessments can also promote metacognitive activity. In this study students were given explicit instruction in basic lab skills and then completed individual performance assessments where they demonstrated their ability. The lab skills assessed were measuring mass using an electronic balance, measuring volume using a graduated cylinder, lighting a Bunsen burner, measuring volume using a pipet, and completing one trial of a titration. Pre- and post-treatment tests, surveys, self-assessments, skill assessment rubrics, formative quizzes, a summative unit exam, and interviews were used as data collection instruments. Data were processed using both quantitative and qualitative methods. The results indicated a positive change in students' attitudes toward chemistry and the laboratory. Also, the results showed that students made gains in their ability to perform laboratory skills. Finally, students made progress academically as a result of the treatment.

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