Scholarship & Research

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The impact of IB internal assessments on science practices and science identity in a high school science class
(Montana State University - Bozeman, College of Letters & Science, 2021) Housenga, Michelle Marie; Chairperson, Graduate Committee: Greg Francis
process of completing the International Baccalaureate (IB) Internal Assessment for an IB science class pushes students to hone their mastery of the science practices. The science practices included in the Next Generation Science Standards provide skills that assist students in understanding the processes of scientific discovery and knowledge. This study examines the impact of completing the IB Internal Assessment on students' mastery of the science practices, their confidence in the science practices and their science identity. The data used in this study was collected from pre-assessments and post-assessments of the science practices, pre-survey and post-survey of student confidence in the science practices, pre-survey and post- survey of student science identity, student feedback, and anecdotal observations made by the teacher. The results of the study indicate that student mastery increases in two of the science practices and student science identity increases in a couple of areas.
The effect of place-based experiences on science identity, attitude, and achievement in a remote learning advanced placement environmental science classroom
(Montana State University - Bozeman, College of Letters & Science, 2021) Faxon, Briana Leigh; Chairperson, Graduate Committee: Greg Francis
Students in science courses are routinely consumers of science and are less often producers of scientific work. In this action research project, Advanced Placement Environmental Science students engaged in place-based lessons remotely while asynchronously developing authentic research projects that impacted their local ecosystems. This work was delivered to stakeholders within the community. Scientific questioning, graphing, and explanations, as well as surveys and interviews were used as data collection instruments throughout remote learning. The results suggested that place-based learning experiences helped students increase their skills in scientific questioning and explanations, their science identity, and their attitudes towards science. Students' sense of place was minimally changed. Results indicate the need for place-based and hands-on learning to increase students' attitude, aptitude, and identity, especially during stressful pandemic remote learning situations.
Teacher confidence and classroom practices: a case study on science identity
(Montana State University - Bozeman, College of Letters & Science, 2021) Bowers, Alison Taylor; Chairperson, Graduate Committee: Greg Francis
This study examined the relationship between students' science identity and their teacher's science teacher identity, as well as the influence of teacher confidence and understanding of Next Generation Science Standards and three-dimensional science teaching and learning on science teacher identity. Teacher and student surveys were used to evaluate correlation, while observations and interviews were used to understand the relationship between teacher confidence and science teacher identity. Results showed that there is little correlation between strong science teacher identity and strong student science identity, but there is a relationship between teachers' understanding of Next Generation science teaching and learning and overall science teacher identity. Teachers who have a solid background in science content knowledge and science pedagogy, especially three-dimensional science teaching based on the framework for the Next Generation Science Standards, tend to better see themselves as science teachers.
An assessment of nurse confidence, perception of individual impact, and view of professional responsibility to influence policy
(Montana State University - Bozeman, College of Nursing, 2019) Chovanak, Lori Anne; Chairperson, Graduate Committee: Laura Larsson
Professional governing organizations call all registered nurses to engage in political advocacy to improve the delivery of care as well as to promote positive change in the health care system. Little is known about the confidence of nurses towards engaging this mandate as well as their attitudes regarding the impact on patient care. This project outlined the impact of educational content in a nurse's confidence level to engage political advocacy, perception of ability to impact health policy, and perception on professional responsibility to engage political advocacy. It includes a literature review on nurse views regarding their ability to address practice and health care issues, explore what inspires nurses to engage in professional advocacy, research nurse' attitudes regarding how political action affects them professionally, and a review of existing research regarding the impact of education on an individual nurse's confidence. Two state nursing associations developed continuing education activities which they provide regularly to nurses with content aimed specifically at increasing participation in political advocacy. The content of these events included information regarding historical political efforts that have advanced the nursing profession, updates of current issues, instruction on legislative process engagement and strategies for success, and information on resources and support that are available for engagement in political advocacy. Participants at these state events were surveyed before and after the educational event to learn if nurses' knowledge, confidence, perceptions, and disposition towards engaging political advocacy increased with receipt of educational content on the topic. The dependent samples t-test demonstrated significant difference (t(47) = -7.99, p < .001 ) between the scores before (M = 80.2, sd = 14.67) and after the intervention (M = 89.9, sd = 14.82) supporting the hypothesis that participant scores would positively change on engaging political advocacy.
Self concept, marital adjustment, and academic achievement
(Montana State University - Bozeman, College of Education, 1978) Loberg, Larry Gordon; Chairperson, Graduate Committee: Richard Horswill
This study investigated the interrelationships between self concept, marital adjustment, and academic achievement as measured by grade-point-average. A proportional stratified random sample of students living in married student housing at Montana State University was drawn. The participants were administered three instruments: a biographical questionaire, the Locke Marital Adjustment Test, and the Tennessee Self Concept Scale. The variables, self concept, marital adjustment, grade-point-average, family income, age, years of marriage, parental status, class level, employment status, housing conditions, family self, social self, personal self, moral-ethical self, physical self, behavior, identity, and self satisfaction were correlated using the Pearson product-moment correlation coefficient. The results showed a significant correlation at the .05 level of confidence between self concept and marital adjustment, self concept and grade-point-average, and self concept subscale categories of family, social, personal, moral-ethical, and physical selves and marital adjustment. A significant correlation between marital adjustment and number of years of marriage, wife^ enrollment in college and marital adjustment, and between family income level and self concept was found to exist. The results showed no significant correlation between housing conditions and marital adjustment, housing conditions and self concept, parental status and marital adjustment, parental status and self concept, marital adjustment and grade-point-average of the wife, self satisfaction and marital adjustment, and class level and marital adjustment.
A comparison of opinions of ninth grade students identified as vandals and non-vandals in regard to curriculum, themselves and causes and solutions to vandalism
(Montana State University - Bozeman, 1978) Miller, Caroline Jean
Improving self-image in remedial English students through participation in a classroom drama project
(Montana State University - Bozeman, 1977) Ferguson, Monte Wilfred
An investigation of the relationship between self-concept and self-expression
(Montana State University - Bozeman, 1972) Feldman, Ellen (Ellen Harriet)
Self-concepts in the Belgrade and Manhattan schools
(Montana State University - Bozeman, 1975) Lefdahl, Lloyd Regan
An investigation of the relationship between clothing and self-concept
(Montana State University - Bozeman, 1973) Hubble, Andreen Lee

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