Scholarworks
ScholarWorks is an open access repository for the capture of the intellectual work of Montana State University (MSU) in support of its teaching, research and service missions. MSU ScholarWorks is a central point of discovery for accessing, collecting, sharing, preserving, and distributing knowledge to the Montana State University community and the world.
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Educational shifts in paradigms: traditional versus performance based assessments in a student-centered classroom
(Montana State University - Bozeman, College of Letters & Science, 2024) Bertrand, Erica May; Chairperson, Graduate Committee: C. John Graves
As School Administrative Unit #9 shifts to competency-based education the way students are assessed is also evolving. At Kennett High School students' scores on traditional versus performance assessments were compared in a high school chemistry classroom. Students worked at their own pace and acquired knowledge of Chemistry concepts through a variety of modalities: pre-recorded instruction, simulations, POGILs, experimentation n, and practice in a student-centered classroom. For Module 2: The Mole and Chemical Reactions and Module 3: Acid and Bases, students were assessed using a traditional multiple choice and free response assessment. For both modules students were also given a real-world application performance assessment where an investigation was conducted gather data for analysis. For module 2 students had to find the empirical formula of an unknown substance AxBy using the masses obtained before and after heating. For module 3, students performed an acid-based titration to obtain data to determine the molarity of acetic acid us 1M sodium hydroxide. Self-confidence surveys were administered throughout the unit and interviews were conducted after both assessments for each module. The self-confidence survey for module 2 revealed their confidence in calculating the empirical formula using the percent and mass of each element increased from before the quiz to before the assessment. The self-confidence survey for module 3 revealed their confidence increased in the following areas from before the quiz to before the assessment: writing a complete chemical equation for an acid/base reaction, writing a net ionic equation for a weak acid and strong base, and using a chemical equation to solve acid/base titration problems to solve for the molarity of the other substance when given the molarity and volume of one and the volume of the other. However, for the performing an acid/base titration the results were the same for all but one student whose confidence decreases from before the quiz to before the assessment. A matched pair t-test was performed to analyze traditional versus performance assessments scores. For Module 2 the results were not significant, however in Module 3 students scored significantly better on the traditional assessment.
The efficacy of a high school biology storyline curriculum
(Montana State University - Bozeman, College of Letters & Science, 2024) Cunningham, Krista Jeanette; Chairperson, Graduate Committee: C. John Graves
This project aimed to determine if biology storylines could help students increase engagement and comprehension of the Next Generation Science Standard concepts when compared to a traditional linear-unit curriculum. Storylining is a curriculum replacement that engages students with a phenomenon and continues to be driven by student-generated questions. Concepts are spiraling in nature and are revisited in ever-increasing depth as the curriculum unfolds. Data was collected for two years. The first year of biology was taught using a traditional linear-unit curriculum where individual units were taught in isolation. In the subsequent year, a storyline curriculum was introduced. At the end of each year, students took a computerized test in biology to assess comprehension. Students also provided feedback through both a written and verbal survey. Not only were test scores higher in the group using storylines, but students also reported overwhelming support for storylines. Comprehension, engagement, and coherence all improved with storylines while providing students with an authentic learning experience connected to real-world data.
Classroom seating layout connections to student active learning enegagement
(Montana State University - Bozeman, College of Letters & Science, 2024) Barbaccia, Michael Philip; Chairperson, Graduate Committee: C. John Graves
Does the furniture layout in the science classroom contribute to student active learning? This question was investigated by strategically implementing three lesson-specific seating layouts for students in the science classroom. The first seating layout was traditional, placing students in rows closely bound together in the classroom. This layout allowed students the opportunity to talk with those around them; however, it limited the amount of space they could move. The second seating layout was designed to be more open, utilizing a lab-style theme which spaced students around the perimeter of the classroom while leaving the middle open for student activity use. The third seating layout was designed to be more communicative, using a circle fishbowl-style design that encouraged students to collaborate with others around them. Through qualitative surveys, student focus groups, and quantitative observational tally sheets, differences in student behavior were observed to determine if there were any changes in active learning behavior. Active learning behavior was categorized into three categories which included student-to-student interactions, student-to-teach interactions, and the usage of educational zones. The data collected from the study showed an increase in student willingness to engage in active learning behavior while implementing these lesson-specific seating layouts. The conclusion reached from this study was that developing thoughtful, lesson-specific seating layouts is a powerful method educators may consider for increasing student active learning behavior in the science classroom.
Authentic data in high school marine science: impacts on data literacy and real-world connections
(Montana State University - Bozeman, College of Letters & Science, 2024) Bottega, Caroline Elizabeth; Chairperson, Graduate Committee: C. John Graves
Data literacy is becoming increasingly relevant in science education as educators work to prepare students for success beyond the classroom. Despite its importance, data literacy is often overlooked in science curricula, depriving students of valuable opportunities to engage with real-world data and develop a deeper appreciation for the relevance of science. The study discusses changes in high school students' data literacy skills, confidence in data literacy, and connection to science following lessons that incorporated real-world, data-driven case studies in marine science. To assess changes, pre- and post-treatment tests and surveys were used as data collection instruments and analyzed using quantitative and qualitative methods. While student tests scores did not statistically change following the treatment period, student surveys reflected increases in confidence in data analysis and deeper connections between real-world research and classroom learning. With repeated implementation, data literacy skills can be developed and should be reinforced throughout a students' learning career. Further, with real-world data and case studies, students can develop a deeper understanding of the applicability of classroom learning to real-world problems.
Teacher assigned lab groups: how specialized groupings affect an AP chemistry student's social confidence and communication habits
(Montana State University - Bozeman, College of Letters & Science, 2024) Cleary, Megan R.; Chairperson, Graduate Committee: C. John Graves
Expecting students to work cooperatively in laboratory groups has become a challenging task for teachers as students continue to grow to be more socially isolated from one another. This research study sought to determine whether assigning students to specific laboratory groups in an AP Chemistry class and giving them specific roles to perform would affect their social confidence and their communication habits. Students were assigned one of three roles: facilitator, reflector, or presenter, while being assigned to randomized lab groups. Throughout the study, students completed post-lab analyses were compared to a pre-and post-survey to assess how students' social confidence and communication habits had changed after being assigned a specific laboratory role in an assigned laboratory group. The results of this study showed that students social confidence increased when they were assigned to a group of their peers. The research study showed that after treatment had been applied, 100% of participating students had confidence in contributing effectively to any group assignment that pertained to AP Chemistry.