Scholarship & Research

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    Understanding how 4-H project clubs affect youth's confidence toward STEM-based initiatives and career opportunities
    (Montana State University - Bozeman, College of Letters & Science, 2023) Andrade, Claudia Gabrielle; Chairperson, Graduate Committee: C. John Graves
    The purpose of this study was to develop an understanding of how the establishment of a STEM-focused 4-H project club would affect youth's confidence towards STEM based initiatives and career opportunities. Additionally, how youth Guardian's perceptions of 4-H materials would be affected through engagement with their youth in said 4-H project club. This Action Research Project (ARP) included the development and facilitation of a STEM Focused 4-H project club. Youth participants ranged from ages eight to sixteen and attended at least four out of the five STEM focused 4-H workshops over the course of five weeks. Eligible youth earned an overnight trip to Montana State University in Bozeman to tour the 4-H center and STEM related departments, along with a visit to Museum of the Rockies. Throughout the course of this ARP, youth and their guardians participated in both qualitative and quantitative data collection methods including pre and post Likert-surveys, journal entries, mid-way assessments, and exit interviews. Statistical analysis of the data showed that a majority of youth exhibited a change in their application of STEM topics to their everyday life. Additionally, youths' general mood when completing the STEM workshop tasks were overwhelmingly positive. Given the number of participants for this ARP, the information gathered is not generalizable; however, these results provide for a better understanding of how a STEM-focused 4-H project club influenced youth in Lake County.
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    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 Graves
    The 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.
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    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 Graves
    Cut 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.
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    Competitively engaging fifth grade students with formative assessment
    (Montana State University - Bozeman, College of Letters & Science, 2023) Lopez, Daniel Patrick; Chairperson, Graduate Committee: C. John Graves
    The purpose of this study was to determine how a population of students would respond if competition was introduced in the classroom. The use of competition to engage students and promote better learning is debated in the classroom. Some students find that its use is fun and novel, while others may respond with indifference, distress, or even anxiety. In this study, a low-stakes classroom competition was introduced in hopes of alleviating any pressure students might feel to perform well. During a unit on matter and energy, three classes of fifth-grade students completed daily bellwork questions. Average values for the two treatment groups (N=47) were calculated and shared so students could see which class achieved a higher average. This was repeated every day throughout the two-week unit. The control group (N=22) received the same lessons and bellwork problems, but they were not shown how their scores compared to the other classes. Data was collected using pre- and post-tests, Likert-surveys, and teacher-led group interviews. Pre- and post-test results indicated that there were no significant differences in normalized gains between the control group to the treatment groups. Likert-surveys provided students a chance to anonymously share how they felt about competing. The results, 93.1% (n=40) of surveyed students agreed or strongly agreed with the statement, "Competing with my class to score higher than the other classes makes me want to do better." Finally, guided group interviews revealed that most students enjoyed competing with their classmates; even students that do not consider themselves competitive felt that the competition motivated them to try harder in class.
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    Implications of reflection on student efficacy and growth in middle school science
    (Montana State University - Bozeman, College of Letters & Science, 2023) Kessler, Shawn; Chairperson, Graduate Committee: C. John Graves
    Students are often asked to reflect on their work. Upon finishing a project, students reflect on their experiences and outcomes, focusing on the learning and content of the unit. However, reflection should be a continuous process and include students becoming aware of their learning approaches. If this aspect of reflection was included while learning was taking place, students could become more aware of how they learn and in turn become more confident in how they approach different topics. The goal of this type of reflection would be to increase student efficacy and increase student growth. To test this hypothesis, students first completed a science self-efficacy test. This established a basis for student confidence in science. To establish overall knowledge of the content, students attempted the summative assessment test before beginning the unit. For each task in the unit, students completed a pre and post-test. Associated with each was a reflection process. Students took a brief survey identifying their study habits and confidence levels. Confidence levels were recorded to determine efficacy growth throughout the unit. Data collected for the research showed a weak positive correlation between student self-efficacy and normalized gains. The qualitative analysis resulted in students becoming more detailed in their reflections as the unit progressed. The conclusion was reached that self-efficacy is not a good indicator of performance, however the act of persistent reflection throughout a unit result in overall academic growth.
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    Science talk and CER writing
    (Montana State University - Bozeman, College of Letters & Science, 2023) Mobley, Teresa Ellen; Chairperson, Graduate Committee: C. John Graves
    Will the introduction of science argumentation and academic discourse impact writing scores in science as measured with Claim Evidence Reasoning (CER) writing assessments? This question was investigated by comparing groups of graduate students before and after exposure to techniques for argumentation in the science classroom. Scores of graduate student CER writing assignments from previous semesters were compared to scores of writings from students who had exposure to training and practice. Additionally, scores of participants' students were analyzed for changes after the teacher received some training on classroom discourse. Participants were introduced to meaningful, engaging prompts and techniques. They were asked to bring the techniques back to their own classrooms and asked to report any changes they saw in the writing of their students. Results of graduate student writing showed measurable difference when compared to graduate students from previous semesters without the same training. Data from classrooms showed more evidence-based responses compared to CER writing scores before techniques were used. Graduate students rated their confidence in science writing and teaching writing for science before and after exposure to techniques. Comparing pre- and post- Treatment survey results suggests no statistically significant difference. Data indicates that in the future, the MSSE program may benefit by including techniques in the coursework and that classroom teachers desire more training on techniques. Due to the limited sample size, it is recommended that additional research address the impacts of science discourse on student writing in the science classroom. The investigation showed promise regarding improvements in comfort levels for teachers in use of discourse and writing. Results indicate that an increased repertoire of techniques for teachers may lead to improved student writing skills.
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    The effects of gamification in the middle school classroom
    (Montana State University - Bozeman, College of Letters & Science, 2023) Nuttall, Jordan Michael; Chairperson, Graduate Committee: C. John Graves
    Gamification, or the use of game elements in non-game contexts, has gained popularity in recent years as a way to increase engagement and motivation in various settings, including education. The aim of this paper is to explore the effects of gamification in the classroom. Specifically, literature on the use of gamification in educational settings will be reviewed, examining its impact on student motivation, learning outcomes, and attitudes towards learning. The potential drawbacks and challenges of implementing gamification strategies in the classroom will be discussed. I will detail the results of gamification in my own classroom and discuss its impact on the aforementioned topics. In my study, game elements included using character representations for each student, experience points and levels in place of traditional points and grades, and boss battles in place of tests. My analysis suggests that gamification can be an effective tool for enhancing student motivation and engagement in the classroom, leading to improved learning outcomes. However, the success of gamification strategies may depend on a number of factors, including the specific implementation, target audience, and context in which they are used. I conclude with gamification being an overall viable option for use in my own classroom.
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    Nature journaling in the middle school science classroom
    (Montana State University - Bozeman, College of Letters & Science, 2023) Leonard, Megan; Chairperson, Graduate Committee: C. John Graves
    Nature journaling is a practice of collecting observations and questions on the pages of a notebook by using pictures, words, and numbers. The purpose of this study was to determine how implementing the use of nature journals in a middle school science classroom affects students' attitudes towards science and nature. Participating students were given a survey prior to the treatment period to determine baseline attitudes towards science and nature. Students were then instructed on best practices to complete a nature journal entry. Over the treatment period, students were taken outside on school grounds to complete one of the three repeating prompts. By the end of the treatment period, a total of nine prompts were completed. Students were then given the survey an additional time to determine if attitudes changed regarding science and nature. Open-response questions were included in the post-treatment survey to gauge each student's experience with nature journaling. The results of the study indicate that nature journaling can have a positive effect on students' attitudes towards science and nature.
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    Impacts of the identify and interpret strategy in a summer school program on improving students' scientific explanations
    (Montana State University - Bozeman, College of Letters & Science, 2022) Nelson, Mary Kathleen; Chairperson, Graduate Committee: C. John Graves
    During the pandemic, students did not have as many opportunities to engage in authentic experiences using critical science and engineering practices (SEPs). At-risk students were enrolled in a summer school program designed to give students experiences to practice using and improving the SEPs of planning and carrying out investigations, analyzing and interpreting data, and constructing scientific explanations. The purpose of this study was to look at whether the Identify and Interpret (I2) strategy students were taught to analyze and interpret qualitative and quantitative data would also help improve students' scientific explanations, specifically in the areas of evidence and reasoning. After receiving initial instruction on both the claim, evidence, reasoning (CER) framework and I2 strategy, students engaged in multiple investigations that gave them opportunities to practice gathering data, making graphs, and using the I2 strategy. Students wrote six scientific explanations using the CER framework, and rubrics were used to score student explanations in claim, evidence, and reasoning. Graphs and data tables where students used the I2 strategy were reviewed to see how relevant the students' "what I see" (WIS) or "what it means" (WIM) statements were and if the students used the WIS or WIM statements in their scientific explanations. The results suggest that when students thoughtfully engaged in the Identify and Interpret strategy, students typically scored higher in their evidence and reasoning scores, especially in the evidence score, than students that did not. By making connections between the "what I see" statements as evidence and the "what it means" statements as reasoning and encouraging students to use them in writing explanations, the I2 strategy has the potential to increase student scores for evidence and reasoning. The study also showed the strategy was not as impactful as it could have been for all students, which could be attributed to poor graphing skills, not explaining the relationship between variables in their WIM statements, and lack of content knowledge to help provide appropriate reasoning in the WIM statements and explanations.
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    The effects of self-regulated learning strategies in online high school science
    (Montana State University - Bozeman, College of Letters & Science, 2022) Southard, Luke McCormick; Chairperson, Graduate Committee: C. John Graves
    Students at Great Lakes Learning Academy (GLLA) participate in asynchronous, fully remote, online classes, from the comfort of their own homes and learning environments. Students are gifted and challenged with autonomy in their coursework. As a high school student, it takes a great deal of self-regulation to succeed in any environment, let alone an asynchronous, fully remote, online program from your own home. In this research study, science students at Great Lakes Learning Academy were taught valuable self-regulated learning strategies (SRLS) through videos, tutorials, and teacher reinforcement. Data from the pre- and post-administration of the Personal Schoolwork Inventory measuring students use of SRLS and attitudes towards online school and learning, were compiled. Data from the online learning management system and teacher observations, communication logs, and records were used as additional data collection instruments. Data were processed using both qualitative and quantitative analysis strategies. The results suggested that students benefited from the implementation and reinforcement of SRLS. Students learned and understood more about the grading scale and systems used at GLLA, increased their use of SRLS, completed more classes, and improved their attitudes towards online school and learning.
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