Scholarship & Research
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Item The impact of explicit strategies for teaching systems thinking skills in order to access the crosscutting concepts(Montana State University - Bozeman, College of Letters & Science, 2022) Davis, Rachel Leigh; Chairperson, Graduate Committee: C. John GravesThe issue this project addressed was the implementation of the Crosscutting Concepts (CCCs) of the Next Generation Science Standards (NGSS) in a sixth grade science classroom. The hope was that by addressing the CCC of systems and systems models, students would have a more three-dimensional experience in the classroom, learning to build connections between different concepts and units and enhancing their ability to utilize the Science and Engineering Practices and attain mastery of the unit core ideas. The methodology involved explicit instruction of systems thinking strategies such as defining the components of a system and modeling the interactions between those components. Students with better content knowledge and spatial thinking skills were better at systems thinking both before and after the treatment unit. Treatment was effective for the majority of students to improve a variety of systems thinking skills. Students also gained confidence in their understanding of systems and ability to perform systems thinking skills. As such, this action research project showed that this approach to teaching systems thinking was effective.Item Increasing student achievement through modification of cognitive rubrics in the summit learning platform(Montana State University - Bozeman, College of Letters & Science, 2021) Haren, Drake Matthew; Chairperson, Graduate Committee: Greg FrancisSummit Learning Platform is a project-based curriculum offered to 4th -12th grade students nationwide. The projects are assessed using Summit Learning Cognitive Skills Rubrics. The Cognitive Skills Rubrics are an assessment and instructional tool that outlines 36 interdisciplinary, higher-order thinking skills that students will need for life beyond high school. In this investigation, modifications were made to the cognitive rubrics by making Lexile appropriate changes in order to meet grade appropriate levels. The students conducted a project using these modified rubrics in order to measure their achievement and perception of the platform. The data suggests that by modifying the rubrics, we can improve student achievement and increase their perception of the platform. Additionally, the changes also improved their perception of science as a subject while also increasing teacher self-confidence and motivationItem Using self-assessment rubrics in science(Montana State University - Bozeman, College of Letters & Science, 2019) Suihkonen, Elizabeth Ann; Chairperson, Graduate Committee: Greg FrancisThis study evaluated the use of self-assessment rubrics to encourage and motivate students in learning physical science. Students used rubrics, discussion questions, and exit slips to assess their understanding of the content learned. Rubrics were used ln alternating phases for students to self-assess on the unit objective. Confidence levels were measured with surveys, discussion questions, and interviews. The results from January-April 2019 indicated an increase in students advancing in the levels on the rubric. The use of self-assessment rubrics indicated a growth in students' confidence and desire to self-reflect on science concepts.Item Perceptions of 4-H record books as part of the experiential learning cycle(Montana State University - Bozeman, College of Letters & Science, 2019) Tangedal, Kara Bates; Chairperson, Graduate Committee: Greg FrancisThis study investigated how perceptions of record books by 4-H adult and youth members changed before and after treatment, and if their perceived value of club meetings and project workshops, as well as growth in a project area improved after treatment. The subject of this treatment was enrolled Lewis and Clark County 4-H program members in Montana. Surveys were administered prior to record books being actively used in 4-H clubs and project workshops as a tool for goal-setting and reflection. Following volunteer training on how to effectively use record books in the Experiential Learning Cycle, club and project meetings were assessed on how effectively record books were incorporated, and subsequent remediation was made if necessary. If clubs and projects were evaluated to be using record books effectively, adult and youth members were asked to complete a post-treatment Record Book Survey. Pre- and post-treatment results were statistically analyzed and compared to qualitative interview findings, resulting in a significant increase in frequency of record book use, and modest increase of positive perceptions toward record book use and their relation to goal-setting and reflection, especially in youth members.Item The effects of goal setting and reflection on motivation and academic growth in a high school science classroom(Montana State University - Bozeman, College of Letters & Science, 2019) Rauen, Sean Michael; Chairperson, Graduate Committee: Walter WoolbaughAn educator's role is to help their students to develop into well rounded humans. Teaching skills that will be valuable for everyone no matter what career they may proceed is essential for all teachers. Goal setting is an extremely beneficial strategy to reduce stress and help people be successful in all realms of life, not just school. The purpose of this study was to look at how goal setting and reflection would affect students' motivation and self-efficacy as well as help them be more academically successful. The study had students set academic and personal goals, using the S.M.A.R.T. goal setting methods. Students regularly reflected on their goals and edited them based on changes, both successes and failures. During both the non-treatment and the treatment unit, varied quantitative and qualitative data was collected and interpreted to compare changes in motivation and academic growth between units. There was a significant increase in test scores during the treatment unit as well as a notable increase in motivation and students' attitudes in class. Students learned a skill that showed them academic success allowing them to become more confident in class and also potentially out of class.Item A study of the effectiveness of using models in high school chemistry instruction(Montana State University - Bozeman, College of Letters & Science, 2019) Price, Deborah Sue; Chairperson, Graduate Committee: Greg FrancisScientific modeling in the high school chemistry classroom can help students visualize difficult concepts. This classroom research project used modeling activities to determine the effects on student achievement, engagement, and higher-order thinking skills. Test scores and student engagement observation data from the treatment and non-treatment portions of the study were compared. A rubric was also used to evaluate student-created models. The research project did not show significant improvement in test scores, but student engagement did increase. Students also showed improvement in higher-order thinking in the treatment phase of this study.Item Metacognitive strategies in an earth science classroom(Montana State University - Bozeman, College of Letters & Science, 2019) Knochenhauer, Laura Ashley; Chairperson, Graduate Committee: Greg FrancisThe purpose of this research was to determine whether teaching about the levels of thinking along with the intentional inclusion of metacognitive strategies would increase the level of thinking of secondary students in an Earth science course. Of secondary interest was the impact of these practices on the confidence level of students. Students first participated in a non-treatment unit where they were not taught about Bloom's Taxonomy or levels of thinking nor were reflections included in their classroom practice. Students took a pre-unit and post-unit Thinking Test, Thinking Survey, and Confidence Survey during the non-treatment unit to determine the normal gain during a unit of instruction. Following the non-treatment unit, students learned about the levels of thinking through direct instruction and classroom activities. Throughout the unit, students reflected on what they learned, how the learned, and practiced writing high level questions about the content they learned that week. Again, the pre- and post-unit Thinking Test, Thinking Survey, and Confidence survey were administered to determine if the treatment had an effect on students' abilities to think at higher levels. The results indicated that students significantly improved their ability to answer higher level questions following treatment. However, no significant difference was found in student confidence. Therefore, the results of this study indicate that learning about the levels of thinking and implementing metacognitive strategies positively influences students' ability to think at and use higher levels of thinking but does not impact student confidence.Item Unconscious thought and stereotypes: how posteriori stereotype activation biases unconscious thought(Montana State University - Bozeman, College of Letters & Science, 2019) Reiter, Lucca Aleksandr; Chairperson, Graduate Committee: Ian M. HandleyUnconscious Thought Theory (UTT) proposes that people can actively process goal-relevant information when they are distracted from consciously thinking about it (Dijksterhuis & Nordgren, 2006). Further, unconscious thought (UT) is purported to process the information in an aschematic bottom-up manner (Bos, Dijksterhuis, & van Baaren, 2008). Supporting this claim is experimental evidence that UT is less susceptible to stereotype use compared to the top-down schema-driven process of conscious thought (CT; Bos & Dijksterhuis, 2011). Based on these findings, UTT has proposed that UT does not utilize stereotypes when forming impressions. However, other research suggests that participants may form biased impressions in experimental contexts arguably suitable to the operation of UT if a stereotype is non-consciously activated during distraction periods following information acquisition (van Knippenberg & Dijksterhuis, 1996). Further, goal-relevant information is actively integrated during UT, therefore stereotype activation during UT could lead to more biased impressions compared to conditions where negligible thinking occurs. The aim of this thesis was to compare how the active processes of UT and the passive process of being merely distracted are differentially impacted by stereotype activation. In the present experiment, participants were presented with information about a hypothetical person, 'Person 1,' some of which implied traits that are consistent and inconsistent with the stereotype of African-American men. Then, they either received an evaluation goal (UT) or no goal (MD) prior to being distracted for 3min. During distraction, some participants were primed with the stereotype of African- American men. Then, accessibility of the stereotype-consistent and inconsistent traits were measured using a lexical decision task (LDT). Lastly, participants provided their impressions' of 'Person 1' on various trait dimensions. Results supported the hypotheses that among participants in UT conditions, stereotype activation inhibited the accessibility of stereotype-inconsistent concepts relative to consistent concepts. However, this biased accessibility did not impact impressions of 'Person 1.' Possible limitations, implications, and future directions are discussed.Item Nature of science and primary sources(Montana State University - Bozeman, College of Letters & Science, 2018) Reilly, Brianna; Chairperson, Graduate Committee: Greg FrancisThe study of the Nature of Science (NOS) refers to the techniques and principles that are distinctive to scientific processes. Teaching students these techniques and principles are an essential part of helping students become productive global citizens, who can use scientific knowledge to make informed decisions. In this investigation, students analyzed historical primary source documents related to the area of instruction, followed by explicit reflection on elements of the Nature of Science understandings from the Next Generation Science Standards. The purpose of the study was to see if explicit reflection would increase student proficiency along the nature of science progression. The analysis and reflection was completed over a period of 14 weeks during the study of genetics and evolution. During this period, students analyzed primary sources and completed Primary Source Analysis Tools, answered questions explicitly related to the elements of the Nature of Science understandings, and engaged in classroom discussion. Data was collected through pre- and post- treatment interviews, Likert Scales, Primary Source Analysis Tools, and student written responses to questions. Results showed that using explicit reflection on nature of science understandings during the analysis of primary sources resulted in significant gains in student comprehension for several Nature of Science Understandings. There were more gains made in understandings closely related to the Crosscutting Concepts than there were in understandings related to the Science and Engineering Practices. This classroom research reinforces the importance of explicit reflection on the NOS understandings to show growth.Item Increasing mental muscle with engaging bell ringers in a science classroom(Montana State University - Bozeman, College of Letters & Science, 2018) Montemurro, Alison Margaret; Chairperson, Graduate Committee: Greg FrancisMy study utilized bell ringers, which required higher order thinking, would result in increased engagement. Engagement in learning is key for success in scientific literacy, critical thinking and teaching students to be stewards of the environment and bell ringers can be instruments to help build mental muscle. Forty students in two freshman ninth-grade science classes at Lowell High School were studied using a variety of different bell ringers such as misconception probes, bell ringer activities and readings. I measured these gains in pre and post assessments, student surveys, and my own reflections. My treatment groups were two units in which I used bell ringers, which required higher order thinking and my control group had bell ringers which were simple recall of science knowledge. Students in both classes made significant gains in content knowledge in both the control and treatment groups, but the two treatment groups made greater gains. Likert surveys showed that the study resulted little change in student engagement. Student surveys showed students both enjoyed the varied bell ringers and found them helpful in learning material as well as the application of science to real life.