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dc.contributor.advisorChairperson, Graduate Committee: Nick Luxen
dc.contributor.authorReuer, Marcia Dianeen
dc.date.accessioned2018-10-29T16:55:18Z
dc.date.available2018-10-29T16:55:18Z
dc.date.issued2017en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/14914en
dc.description.abstractGenius Hour, a project-based instructional technique that promotes learner autonomy, has developed a dedicated following among teachers. However, despite the widespread enthusiasm about Genius Hour in the K-12 classroom, little to no empirical evidence exists on the effectiveness of the approach. To respond to this gap in the research, a longitudinal exploratory case study was implemented to better understand the practices of Genius Hour in a high school STEM environment. Of particular interest for this investigation was the influence of Genius Hour on students' identities and self-efficacy and in particular, on science identity and science self-efficacy. A two-year, longitudinal, mixed methods, exploratory case study spanning two years was performed that focused on high school freshmen (n=136) and their participating classroom teacher. Data sources included self-report surveys regarding identity and self-efficacy, as well as whole group interviews, individual interviews and small group interviews. Quantative data was analyzed using a paired t-test and normalized gains and effect size, while qualitative data was analyzed using emergent thematic analysis. Quantitative measures indicated the Genius Hour instructional technique increased students' belief in their scientific ability based on pre and post survey data, however, the effect size was small. Additionally, students had statistically significant gains in the Next Generation Science Standards Science and Engineering Practices (National Research Council, 2016) of asking questions and defining problems and analyzing and interpreting data. While quantitative analyses did not yield any significant results to suggest influence of Genius Hour on identity, there were substantial qualitative results to suggest participation in Genius Hour developed students' identities and in particular, their science identities.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Education, Health & Human Developmenten
dc.subjectScience, Technology, Engineering and Mathematics (Education)en
dc.subject.lcshHigh school studentsen
dc.subject.lcshProject method in teachingen
dc.subject.lcshIdentity (psychology)en
dc.subject.lcshSelf-efficacyen
dc.subject.lcshStudents--Attitudesen
dc.subject.lcshNext Generation Science Standards (Education)en
dc.titleCultivating genius: an exploratory case study of the genius hour instructional technique and its effect on the identity and self-efficacy of high school science studentsen
dc.typeDissertationen
dc.rights.holderCopyright 2017 by Marcia Diane Reueren
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Walter Woolbaugh; Lynn Kelting-Gibson; David Henderson.en
thesis.degree.departmentEducation.en
thesis.degree.genreDissertationen
thesis.degree.nameEdDen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage216en
mus.data.thumbpage141en


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