Scholarship & Research
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Item What's up in your world? : using a wiki to discuss current environmental topics and its effect on student success(Montana State University - Bozeman, Graduate School, 2011) Bryant, Nancy Lee; Chairperson, Graduate Committee: Peggy Taylor.In order for high school students to appreciate environmental science, they must observe how science affects them personally. This study explored the relationship between online discussion of current environmental topics and the students' motivation to integrate environmental knowledge into their daily lives. Four different types of prompts were posed to Advanced Placement Environmental Science students to discover how various types of prompts affected participation, integration of science topics into daily conversation, and enjoyment of discussion. Students were surveyed and interviewed, discussion comments were reviewed, and student reflections were evaluated to collect data concerning the effectiveness of each type of prompt. Collected data suggests that online discussion increased communication of environmental science content between students and peers outside of the school day. Online prompts incorporating local events as well as those prompts giving students a choice in their responses encouraged more participation.Item 21st century skills in collaborative web-based instruction : the effects on High school students' dynamic inquiry and understanding of genetics concepts(Montana State University - Bozeman, Graduate School, 2012) Haack, Lori Jo; Chairperson, Graduate Committee: Peggy Taylor.In order to advance in the 21st Century, students must be able to develop complex inquiry skills and apply critical thinking while mastering understanding of concepts. The purpose of this study was to determine the effects of Web-based collaboration on students' essential inquiry skills and understanding of genetic concepts. The effects on critical thinking, student involvement, and teacher attitudes were also determined. This project considered the effects of using a Wikispaces platform in an introductory biology class at a small rural high school in Northwest, Colorado. Students content understanding and inquiry skills was assessed using pre and postunit assessments, student interviews, and collaborative projects. Students' critical thinking skills was measured through their ability to express with triggering, exploration, integration, and resolution on class posters and discussion post utilizing the Community of Inquiry Framework. Student involvement was determined through the use of teacher observations, student interviews, post on class posters, and Wiki projects. Results indicated that although students initially struggled using a Web-based platform, increases were achieved in concept understanding and critical thinking, while involvement had mixed results. The overall development of collaborative Web-based inquiry improved my teaching attitude and strengthened my ability to lead and conduct inquiry investigations.Item Time to wiki : a tool to build students' science vocabulary(Montana State University - Bozeman, Graduate School, 2012) Halsey, Shawna Dee; Chairperson, Graduate Committee: Peggy Taylor.Vocabulary forms the foundation for understanding scientific content and concepts. For students to be successful in science, they need to develop a working knowledge of the terminology. This requires the student to make the shift from simply reciting a word's definition or picking the definition from a group of phrases to using the terminology to express ideas and explain reasoning both verbally and in writing. In this study, a group of students collaboratively developed a website that was used as an instructional tool. This "wiki" allowed students to build their understanding of the science vocabulary and to develop their understanding of the science concepts as they created an online glossary and discussed content related questions online. The quantitative data did not clearly indicate that a wiki, as it was used in this study, was a consistently effective tool for increasing student understanding of science vocabulary and content. However, qualitative evidence indicated that using the current technologies available as part of science instruction engaged students and increased their interest level and enthusiasm for science.