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SCIENCE EDUCATION

June 28-July 3, 2010 Reid Hall, Rooms 101, 102 & 103

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Master of Science In

Science Education

INTERCOLLEGE PROGRAMS FOR SCIENCE EDUCATION

Director Peggy Taylor Associate Director Diana Paterson Assistant Program Coordinator Laurie Rugemer Lead Program Faculty John Graves

MSSE FACULTY STEERING COMMITTEE

Robyn Arnold Bozeman School District Maurice Burke Mathematics Education Steve Custer Earth Science Carl Fox Graduate Education Steve Holmgren Chemistry/Biochemistry Kim Obbink Extended University Barry Pyle Microbiology Elisabeth Swanson, Chair Science Education Amy Washtak Bozeman HS, MSSE Graduate Walt Woolbaugh Science Education

SUPPORTING COLLEGES AND DIVISIONS

College of Agriculture Jeffrey Jacobsen College of Engineering Robert Marley College of Health & Human Development Larry Baker College of Letters & Science Paula Lutz Extended University Kim Obbink Division of Graduate Education Carl Fox

COLLABORATING DEPARTMENTS

Cell Biology and Neuroscience Thomas Hughes Chemistry/Biochemistry David Singel Civil Engineering Brett Gunnink Earth Sciences Steve Custer Ecology David Roberts Education Joanne Erickson Electrical Engineering Robert Maher Extended University Kim Obbink Health & Human Development Tim Dunnagan Land Resources & Environmental Sciences Tracy Sterling Microbiology Michael Franklin Physics Richard Smith Plant Sciences & Plant Pathology John Sherwood

HISTORY OF THE MASTER OF SCIENCE IN SCIENCE EDUCATION PROGRAM

In May 1996, the Montana Board of Regents of Higher Education approved a new degree, the Master of Science in Science Education (MSSE), designed for science educators interested in graduate study while remaining employed. It is unusual in two important ways. First, it is an intercollege, interdisciplinary effort. Four colleges, the Division of Graduate Education, and fourteen departments collaborate to offer this innovative degree. Second, about 80% of the courses and credits needed to complete the degree are offered by distance learning in structured interactive courses using asynchronous computer mediated instruction. The National Teacher Enhancement Network (NTEN) project, a National Science Foundation grant project, funded since 1992, developed and offers many of the distance learning courses for this degree program. The Burns Telecommunication Center, Extended University, provides technical and logistical support. In addition to completing core courses in education, those seeking the degree develop interdisciplinary combinations of science courses from offerings in biology, chemistry, earth science, ecology, microbiology, physics, plant science and other science content areas. All graduates complete a science education capstone project in their final year.

Norm Reed, Coordinator 1996 to 1998, artfully handled admissions for the first two cohorts, oversaw design and development of core classes, and overall implementation of the program. In 1997, 30 teachers enrolled in six classes offered in the first campus summer session. In comparison, this summer, close to 350 teachers are enrolled in approximately forty-five campus and distance courses. Carol Thoresen, Coordinator 1999 to 2007, grew the program from 25 to about 60 admissions per year. Larger enrollment allowed for a wider variety of science course offerings. Carol worked with top campus instructors and researchers to develop over 25 new program courses, some with very innovative modes of delivery. Peggy Taylor is the current Director of MSSE. She assumed her position in January of 2008. As a graduate of the program’s first cohort, she brings a unique perspective to its administration. Her contributions include expansion of the program’s targeted populations, strengthening the program’s framework through continuous evaluation processes, and growing program admissions to over 100 per year. Diana Paterson, Associate Director, joined the program in 2002. She provides critical recruiting and advising support to these off-campus graduate students. Close to 350 educators are continuously enrolled in the degree program. Teachers have entered from all 50 states and at least 17 foreign countries. By the end of the summer, well over 500 degrees will have been awarded. John Graves, Lead Program Faculty, has been a core MSSE instructor since 2003. He assumed his duties as Lead Program Faculty in 2009. In addition to his instructional responsibilities, John provides guidance and mentoring for MSSE faculty, participates in various outreach activities, and serves as a liaison between the MSSE office and MSSE instructors. Laurie Rugemer, Assistant Program Coordinator, joined the program in 2009 as a program graduate. She works closely with students throughout the application and admissions process, provides expertise regarding capstone organization and formatting, and serves in an instructional support role for various MSSE courses.

MSSE CAPSTONE PROJECT Each Master of Science in Science Education (MSSE) student, with the cooperation of her or his graduate committee, identifies and completes a science education capstone project. Each project is designed to provide experience and information that aids our understanding of science teaching-learning or science curriculum. The capstone project topic is generally identified during the first year of the student's graduate program. A student begins the project, which relates to science education in the MSSE student’s educational setting, in the fall of the final year by submitting a proposal to his/her advisor. The results of each student’s project are summarized in a written, professional paper completed and presented in the student’s final summer session. The MSSE Steering Committee, faculty, and staff congratulate these deserving graduate students for their persistence to pursue a graduate degree, while continuing full-time employment as science educators.

2010 Capstone Project Advisors

Jeff Adams, Physics Chris Bahn, Chemistry Ritchie Boyd, Extended University Joseph Bradshaw, Biology Monica Brelsford, Thermal Biology Institute Lisa Brown, Extended University Eric Brunsell, Science Education Suzanna Carrithers, Land Resources/Environmental Sciences Jamie Cornish, Extended University Wyatt Cross, Ecology Greg Francis, Physics Pati Glee, Microbiology Irene Grimberg, Physics John Graves, Science Education Frankie Jackson, Earth Sciences

Jerry Johnson, Political Science & Biology Susan Kelly, Big Sky Institute Robyn Klein, Plant Sciences Dave Lageson, Earth Sciences Tom McMahon, Ecology Barry Pyle, Microbiology Jewel Reuter, Science Education Jay Rotella, Ecology Jim Schmitt, Earth Sciences Angie Sower, Chemistry Patti Steinmuller, Health & Human Development Elisabeth Swanson, Science Education David Willey, Ecology Walt Woolbaugh, Science Education LeAnne Yenny, Science Education

Off-Campus Advisors

Julie Baldwin, Department of Geosciences University of Montana Missoula, MT Christy Briles, Department of Anthropology Texas A&M University College Station, TX Beth Covitt University of Montana Missoula, MT Louise Mead, Evolutionary Biology National Center for Science Education Oakland, CA

Ken Miller, College of Education MSU-Billings Billings, MT

Gerald Nelson, Department of Geography and Geology Casper College Casper, WY

Tim Olsen, Astrophysics Salish Kootenai College Pablo, MT

Regina Sievert, Indigenous Math and Science Institute Salish Kootenai College Pablo, MT Jeffrey Warren, Wildlife Biologist Red Rocks Lake NWR Lima, MT

DEGREE CANDIDATES 2010

Aimee Flavin Artigues Crested Butte, CO James T. Ausprey East Machias, ME Carol Jane Baker Billings, MT Cheryl A. Barrientos Denville, NJ Susan H. Barton Big Sky, MT Robert David Baughman Moss Point, MS Randall Jay Berndt Rosholt, WI Susan Berrend Salt Lake City, UT Allen R. Bone Pablo, MT Christy Bone Missoula, MT Larene Bowen Lame Deer, MT Donna Brayfield Springfield, IL Linda Briggeman Missoula, MT Kelly P. Broderick Bradenton, FL Rebecca B. Burg Dixon, MT Katherine Burke Helena, MT Kara Ann Burrous Sugar Land, TX Anjali Devi Chandran Napa, CA Erika Christianson Bozeman, MT Jann C. Clouse Missoula, MT Stanley B. Covington Beijing, China Michelle A. Cregger Chewelah, WA Carrie Jo Dagg Fairfield, IL

Quinn Michael Daily

Carbondale, CO

Bonnie E. Daley San Francisco, CA

Ann Dannenberg Newton, MA Tracy Ann Dickerson Corvallis, MT Aaron Eling Muskegon, MI Stacey M. Ellis Polson, MT Dawn Nicole Estrella Union City, CA Janet C. Fenker San Jose, CA Devon M. Flamm Hardin, MT Michael J. Flamm Hardin, MT Emily M. Ford Boyce, VA Dennis Fulkerson Lisbon, IA Joshua Gates Wilmington, DE Cherri C. Gerber Kelowna, British Columbia Tim Germeraad Flossmoor, IL Lisa C. Green Boyce, VA Paula J. Groeneveld Harrisburg, SD Jean Marie Kron Hagler Savage, MT Stephanie A. Hall Rosebud, MT

Lisa Dawn Hart

Crested Butte, CO Amy L. Haverland Peosta, IA Angie Hewitt

Bozeman, MT

Kathy Pickens Hirst Ashland, MT Seth A. Hodges St. Michaels, AZ Miranda Hollow Charlo, MT Katie E. Hubbell Naperville, IL Deb L. Hughes Andalusia, AL

Dora M. Hugs Pryor, MT

Cheryl Hugs Pryor, MT

Thomas A. Ippolito Coatesville, PA

Cathy L. Jamison Wake Forest, NC Sara Elizabeth Jay Bozeman, MT

Pamela S. Kaatz Sechelt, British Columbia Margaret Kane Prescott, AZ

Renee Kelch Ronan, MT

Bonnie J. Keller Blacksburg, VA

Rose Kent South Royalton, VT

Maya A. Lampic Chicago, IL

Lorna Sue Lange 29 Palms, CA

Erin Kelly Lynch Bozeman, MT Mary L. Maier Missoula, MT Patrice Malamis Rochester, IL Dan McGee Belt, MT Amanda McGill Clinton, MT

Stuart Miles Asheville, NC Tami A. Morrison Polson, MT

Mary K. Osman Newark, DE

Gerald Ott Elverson, PA

April Patricia Peterson North Bay, Ontario Canada

Alfred T. Poirier Jr. Dover, NH

Sarah S. Poletto Naperville, IL

Anne Powers Kingston, Ontario Canada

Page-Marie Price Lolo, MT Holly Prull Bend, OR Tina L. Raeder van Stirum Gonzales, CA

Nancy Farrington Reid Natick, MA

Jonathan C. Reveal Nashville, TN Paul E. Robinson Valhalla. NY

Susan R. Rolke Rindge, NH

Melinda K. Rothschild Parker. CO

Jeff Salter Salt Lake City, UT

Scott Schaefer Weston, WI Michael A. Schoenborn Seattle, WA Catherine Schuck Missoula, MT Debra Lea Schwake Lodge Grass, MT Justin L. Smith Coatesville, PA Karen M. Smith Lame Deer, MT Nichole Spindler Bradford, PA Jennifer Stadum Bozeman, MT James Stuart Bozeman, MT Bryna Thomson Dallas, TX Bill Thornburgh Carmel, IN Charlotte Waters Vancouver, WA Michelle Weber Dubuque, IA Nancy Wells Saltsburg, PA Heide Westwood Hardin, MT Sue White Derby, KS Deanna Rose Zerbe Lodge Grass, MT

Monday, June 29, 2009 8 am Stuart Miles Reid 101

Asheville, NC Evergreen Community Charter School Facilitator: Janet C. Fenker

The Use of an Online Response Platform to Improve Student Response, Retention, and Completion of Science Current Events Assignments

Eighth grade science students were provided with web-based science current event assignments. Students were introduced to an online response platform (www.diigo.com) and given the choice of completing assignments using online responses or paper format. Student response quality, retention of content, and completion rate were compared. Results indicated that both completion rate and quality of student responses increased in the online responses group, with no changes in student retention of content.

8 am Dawn Nicole Estrella Reid 102 Union City, CA Alvarado Middle School Facilitator: Angie Hewitt

Spiraling through the Biomes: A Novel Approach to Teaching Earth Science in Middle School

Sixth grade science in California is a challenging subject for many students. In order to try to alleviate some of the frustration from the more difficult concepts, such as plate tectonics, the curriculum was rearranged in order to teach all of the topics in a spiraled fashion, with biomes used as an overarching theme. This method of teaching reinforced ideas, assisting students with retention of information. 9 am Cherri C. Gerber Reid 101

Kelowna, British Columbia Okanagan Adventist Academy Facilitator: Jeff Salter

Effects of Using Metacognitive Strategies on Problem-Solving Skills in High School Math and Science

Students lack problem-solving skills and are intimidated by the math-rich content in science courses. This study used writing-intensive, metacognitive-rich strategies, such as directed journaling with grade eleven Math, Chemistry, and Biology students, to improve problem-solving abilities. The results show no changes in problem-solving abilities and understanding concepts; however, students perceived improvement of their understanding and development of concepts through journaling. Teacher and student attitudes towards these classes did not change.

9 am Jonathan C. Reveal Reid 102 Nashville, TN The Ensworth School Facilitator: Katherine Burke

The Impact of Teacher Feedback on Student Achievement in a Seventh Grade Science Classroom

This study investigated the effects of teacher feedback on student achievement. Students used a lab report checklist, teacher’s written feedback, and a self-reflection process to revise their reports. The work of low-achieving students improved 13.5%, while student work overall improved 3.6%. Teacher feedback was peer-reviewed by using a criteria rubric specifically designed to evaluate the feedback. Teacher feedback improved in four out of four feedback assessment criteria. 10 am Sara Elizabeth Jay Reid 101

Bozeman, MT Bozeman High School Facilitator: Nancy Wells

Improving Student Learning through the Identification of Science Misconceptions

Educational research suggests that the identification of student misconceptions in science can provide background information regarding prior knowledge to educators that can enhance instruction and lead to student success. The focus of this study was to assess whether or not identification of science misconceptions would lead to improved teacher effectiveness and to the overall improvement of student learning.

Monday, June 28, 2010 10 am Bill Thornburgh Reid 102

Carmel, IN University High School of Indiana Facilitator: James Stuart

What Impact Will Wikis and Edmodo Have in the Science Classroom? This study was conducted to observe the impacts that technology had on students in the science classroom. Students in two different science classes were introduced to wikis and Edmodo, two Web 2.0 tools that are based on collaboration. Each tool was used to increase students’ knowledge and engagement in the quest for further understanding of material. The results of the study showed that the technology had a positive impact on some students in regards to learning, comfort, and the level of participation in the classroom. 11 am Bonnie J. Keller Reid 101

Blacksburg New School Blacksburg, VA Facilitator: Amy L. Haverland

Learning How to Learn: The Effects of Using Metacognitive Strategies on Understanding Middle School Science Concepts

To improve understanding of middle school life science concepts, 19 students utilized a variety of metacognitive strategies for doing homework, taking tests, and listening in class. The results suggest that learning and long-term-memory of concepts improved. Furthermore, most students indicated that they enjoyed discovering their learning styles and planned to continue using metacognitive strategies. The teacher survey data indicated a preference to continued use of these useful techniques. 11 am Lorna Sue Lange Reid 102

29 Palms, CA Joshua Tree National Park Facilitator: Erika Christianson

What are the Effects of Informal Science Research on High School Students?

This paper investigates the effects on high school students, teachers and park staff who participated in a field research project at Joshua Tree National Park including looking at types of measurements students could do accurately. Overall, student learning, attitudes, and beliefs increased. Teachers and staff felt that the program had high value. As to measurements, student effort was very good, but there difficulties were due to field conditions. 12 pm Quinn Michael Dailey Reid 101

Carbondale, CO Carbondale Middle School Facilitator: Justin L. Smith

Explicit Nature of Science Instruction and the 5E Learning Cycle: A Gateway to Scientific Literacy In this investigation, 5E Learning Cycle strategies were implemented with the purpose of improving student understanding of the nature of science (NOS). Forty-eight 6th-8th graders participated in the study. The treatment for all groups involved teaching a four-week unit that included explicit NOS instruction. Participants’ views were assessed with an open-ended questionnaire along with recorded interviews. Results revealed improvement in participants’ NOS views for all eight targeted aspects.

1 pm Katie E. Hubbell Reid 101

Naperville, IL Naperville North High School Facilitator: Carrie Jo Dagg

Teaching High School Physics Students Electrical Circuits through Guided Inquiry

This study compares the effects of traditional methods of teaching an electrostatics unit, in which the teacher directly provides information to students, to a guided-inquiry unit on electrical circuits, in which students construct conceptual understanding on their own through guided experimentation with teacher questioning to guide the inquiry. The results suggest that guided-inquiry activities improved understanding of concepts and circuit layouts and increased both student and teacher motivation.

Monday, June 28, 2010 1 pm Donna Brayfield Reid 102

Springfield, IL Sacred Heart-Griffin High School Facilitator: Jean Marie Kron Hagler

Improving Student Comprehension of Science Content Area Reading Through the Use of Reading Strategies

While reading is commonly thought of as a grade school subject, the need for continued development of reading skills in content area reading is crucial for high school. High school biology students were expected to read for comprehension by using various reading strategies. The effect of this on class discussion, understanding, and ability to answer higher order questions as well as improved attitude toward reading was studied. 2 pm Sarah S. Poletto Reid 101

Naperville, IL Naperville Central High School Facilitator: Susan R. Rolke

Investigation of Feedback in Place of Grades on Student Attitudes and Achievement in Science

This project investigated the effects of descriptive feedback versus grades on student attitudes and achievement within a framework of a research based grading system. Students were given descriptive feedback on homework assignments and formative quizzes. They were also directed to become more reflective about their own learning process. This resulted in a positive shift in student attitudes towards the process of learning as well as gains in academic achievement. 2 pm Dennis Fulkerson Reid 102

Lisbon, IA Pearson Education Facilitator: Ann Dannenberg

Scenario-Based Tests in the Science Classroom

Scenario-based tests present traditional test questions in the context of realistic narratives or stories. Scenario-based tests require students to apply content knowledge to real-life situations and may facilitate the assessment of higher cognitive skills. This study examined student performance, student opinions, and teacher perceptions regarding the use of scenario-based tests in high school science classrooms. Suggestions were offered for the incorporation of scenario-based tests into K-12 science curricula. 3 pm Erin Kelly Lynch Reid 102

Bozeman, MT Montana Outdoor Science School Facilitator: Jennifer Stadum

Effects of Formative Assessments Implemented in an Informal Science Education Setting

Students typically spend roughly 16,380 hours in a classroom between the ages of five and eighteen. In addition to these, countless other hours are spent in various informal educational settings which contribute to the overall education of the individual. The goal of this capstone project was to implement a range of formative assessment strategies to discover their best practices and utilize the data to inform future instruction.

4 pm Kara Ann Burrous Reid 101 Sugar Land, TX Stephen F. Austin High School Facilitator: Tina L. Raeder van Stirum

Implementation of Case Based Learning in an AP Biology Course AP biology is often synonymous with teacher-centered instruction and lecture-based techniques. The goal of this project was to implement and introduce AP biology students to inquiry based techniques in the form of case studies. Over the course of four months, 45 AP students were given case studies instead of the normal lecture/ discussion method during class. Results indicated that unit test scores improved when case studies were implemented.

Tuesday, June 29, 2010 8 am Angie Hewitt Reid 101

Bozeman, MT Museum of the Rockies Facilitator: Bill Thornburgh

The Effects of Self Tours on School Groups in the “Dinosaurs under the Big Sky” Science Exhibit at the Museum of the Rockies School groups that visited the Dinosaurs under the Big Sky exhibit at the Museum of the Rockies between January and May of 2010 were studied to evaluate the effects of self tours on school groups. School groups were divided into three categories including those self touring using an activity, those self touring without an activity, and those receiving a guided tour with a docent. This project generated evidence that students participating in self tours have an increased understanding of major exhibit concepts and are more engaged when touring with an activity. 9 am Robert David Baughman Reid 101

Moss Point, MS Moss Point High School Facilitator: Cherri C. Gerber

Effects of Self-Explanation Reading Training with Concept Mapping on Understanding High School Biology Concepts

My school’s biology students show a pattern of low scores on the Mississippi State Biology I Test and my students were reading three to five grade levels below their class standing. My project focused on elected reading strategies that allowed students to explain what they read with graphical representations. The results indicate that students improved their reading comprehension and long-term memory of concepts as well as their attitudes and motivation. 10 am Kelly P. Broderick Reid 101

Bradenton, FL St. Joseph Catholic School Facilitator: Mary K. Osman

Addressing Student Misconceptions in Science using Discrepant Events

This study investigated how effective discrepant event activities were at addressing student misconceptions in science. Students with misconceptions were shown discrepant events. They were also administered the Cognitive Levels Conflict Test to gauge levels of cognitive conflict. Students then completed an assessment to determine whether they had changed their misconceptions. The data showed discrepant events were not sufficient on their own to cause students to change their misconceptions. 10 am Nancy Farrington Reid Reid 102

Natick, MA Westgate Christian Academy Facilitator: Rose Kent

“Hey, What’s your Problem?: Comparing Students’ Use of Problem Solving Strategies and Enthusiasm Between a Science Fair and an Invention Convention Students’ use of problem solving strategies and their enthusiasm was compared between a science fair and an invention convention. Quantitative results were inconclusive. Qualitative data, which was deemed more reliable, indicated more problem solving strategies were used during the invention convention. All students were more enthusiastic before the invention convention with younger students most enthusiastic about both. Younger students were found to use more problem solving strategies in both.

11 am Michelle Weber Reid 101

Dubuque, IA Thomas Jefferson Middle School Facilitator: James T. Ausprey

Considering All Learners: Effects of Differentiated Instruction with Multiple Intelligences in Middle School Science

To help students understand life science concepts and improve engagement, I differentiated instruction using Howard Gardner’s Multiple Intelligences. Students completed activities and projects based on these intelligences in small groups. The results suggest that students’ overall understanding and long-term memory of concepts was similar to other teaching methods, however, student engagement was greatly increased by differentiated activities.

Tuesday, June 29, 2010 11 am Jeff Salter Reid 102

Salt Lake City, UT Hillcrest High School Facilitator: Gerald Ott

Effective Use of Demonstration Assessments in the Science Classroom

This study aims to determine the effectiveness of using demonstration assessments to promote student learning of abstract concepts in chemistry. Demonstration assessments are a non-traditional method of assessing student conceptual understanding. This involved students viewing a short chemical demonstration, making observations, and answering 3 to 4 questions assessing student understanding of the demonstration. This was followed by a class discussion. Results indicated that students did increase their understanding of chemistry. 12 pm Randall Jay Berndt Reid 101

Rosholt, WI Rosholt High School Facilitator: Maya A. Lampic

What They Don’t Know Can Hurt the Science Teacher: Improving the Self-Advocacy Skills of Students with Exceptional Needs

In this investigation, direct instruction and blogs were used to determine if the disability awareness and self-advocacy skills of students with exceptional needs could be improved. Eleven students with exceptional needs were instructed in the areas of knowledge of self, knowledge of rights and communication during a 16-week treatment period. Pre- and Posttreatment Student Surveys showed an improvement in the areas of disability awareness and self-advocacy knowledge. That increase in knowledge, however, did not lead to improved self-advocacy in the classroom for all students.

1 pm Maggie Kane Reid 101 Prescott, AZ Prescott Mile High Middle School Facilitator: Donna Brayfield

Developing Independence! Effects of Homework Engagement Strategies on Understanding Middle School Earth Science Concepts

This project focused on the effects of using various creative homework activities on seventh-grade student engagement and learning of Earth science concepts. Data indicate that middle and high-achieving students increased concept understanding, were more invested in the learning process, and had a more positive view of homework with the engaging activities. Low-achieving and learning disabled students were overly challenged, and performed better with more traditional assignments. 1 pm Patrice Malamis Reid 102

Rochester, IL Rochester Junior High School Facilitator: Thomas A. Ippolito

Vocabulary: To Retain or not to Retain: Testing the Results of Varying Science Vocabulary Techniques on Retention

I have witnessed students learn vocabulary terms and concepts to get through tests, but are unable to recall information to answer review questions over terms they have “mastered”. This study worked to strengthen my students’ vocabulary knowledge over a course of 18 weeks in the 8th grade science classroom using four different vocabulary techniques (vocabulary lists, foldables, illustrations, flashcards). The findings supported all vocabulary methods benefit the student’s vocabulary skills. 2 pm Michael A. Schoenborn Reid 101

Seattle, WA Youth Programs, Woodland Park Zoo Facilitator: Anne Powers

Finding Out What Works: Using Feedback from Volunteers in a Regional Wildlife and Conservation Education Program

Zoo Corps is a volunteer youth program for high school students who are trained to work with the public at a regional zoo. This project used surveys, interviews and observations to examine the Zoo Corps training program and its effectiveness from the students’ perspectives. The results revealed student interests and preferences for training methods. These findings made available a body of actionable information to help guide resource allocation.

Tuesday, June 29, 2010 2 pm Cheryl A. Barrientos Reid 102

Denville, NJ Morris County School of Technology Facilitator: Stephanie A. Hall

The Impact of Differentiated Instruction in the Chemistry Classroom Using Self-Directed Learning by way of the Layered Curriculum ©

This paper investigated the learning and motivation of high school students using the Layered Curriculum © approach in a chemistry course. The methodology included a learning style quiz, student interviews, student surveys, pre and post test scores, observations and field notes. The most important finding to my research was that students’ motivation and learning increased when given the choice, control, and variation of assignments. 3 pm Lisa Dawn Hart Reid 101

Crested Butte, CO Crested Butte Community School Facilitator: Aimee Flavin Artigues

Using Modeling Activities in High School Chemistry Despite having the desire to learn, many students struggle to understand chemistry concepts. One source of difficulty may be that the foundational particles of matter are difficult to envision. This project used several 2-D and 3-D modeling activities to help students develop mental images of atomic structure and chemical bonding. The results indicate increased understanding, strong long-term memory of concepts, greater engagement, and higher self-efficacy after modeling activities were employed. 3 pm Jean Marie Kron Hagler Reid 102

Savage, MT Savage Public Schools Facilitator: Scott Schaefer

Foldables™: Science Memory Makers or Not

Foldables™, the creation of Dinah Zike, are three-dimensional graphic organizers that students build with paper and scissors. The purpose of this capstone was to see if the making and use of these manipulatives helped to increase student content retention. Upon completion of the capstone project, there was no clear conclusion about content retention, but a pattern of assessment type correlating to material presentation, did emerge.

4 pm James Stuart Reid 101 Bozeman, MT Mt. Ellis Academy Facilitator: Aaron Eling

Using GIS to Enhance Sense of Place in the High School Science Classroom

Geographic Information Systems (GIS) is a software platform for layering geographic maps and other data together for visualizing and analyzing in a spatial context. High school biology students used the platform to study characteristics of biomes, land use, and pollution within the local area. As students begin to understand their local environment, they have the potential to make meaningful connections and attachments to that place that will provide context for further learning. The results of the study indicate that a GIS platform can provide an effective tool for learning but that time for implementation and technical development must be considered. 4 pm Ann Dannenberg Reid 102

Newton, MA Newton North High School Facilitator: Jonathan C. Reveal

Can I Have a Do-Over?: Homework Self-Assessment as a Tool for Improving Student Engagement and Learning in a High School Biology Classroom This project was undertaken to determine if engagement and academic achievement of under-performing high school biology students could be improved by implementing homework self-assessments. Students were encouraged to evaluate their own work according to a set of criteria, and were given opportunities improve their work based on the teacher’s feedback and evaluation by the same criteria. Although self-assessment did not improve homework completion, students appreciated the opportunity to improve work based on teacher feedback.

Wednesday, June 30, 2010 8 am Bryna Thomson Reid 101

Dallas, TX Lakehill Preparatory School Facilitator: Stanley B. Covington

The Impacts of Interactive Whiteboards in a Seventh Grade Life Science Classroom

Interactive whiteboards are being used in more and more classrooms around the country. In this capstone project, 33 seventh graders were surveyed and interviewed comparing passive and interactive activities using an interactive whiteboard. Students were surveyed about levels of participation and if they thought they learned from different activities. The results indicate that while participation increased for the interactive activities, students think they learn equally from all types of activities. 8 am Carrie Jo Dagg Reid 102

Fairfield, IL Frontier Community College Facilitator: Bonnie E. Daley

Science in the Adult Education Classroom: Investigating Student Science Knowledge and Instructor Responsibility in a Student’s Science Education The Frontier Community College Adult Education Program, Fairfield, IL was identified as the focus of this descriptive study. Project objectives included identifying and examining relationships between student multiple-intelligences, learning styles and academic performance on the Official GED® Science Practice Exam, in addition to the degree to which faculty view their responsibility for a student’s science education. Results suggest multiple correlations, which may be utilized to enhance science instruction. 8 am Catherine Schuck Reid 103

Missoula, MT Rattlesnake School Facilitator: Miranda Hollow

Leave No Child Inside: Environmental Science Studies

In this investigation, field-based science lessons were implemented with the purpose of improving student inquiry skills of questioning, observing, and communicating in field study and in the classroom setting. During the treatment period, guided and modeled inquiry lessons in the outdoors led to a student designed inquiry study. Students demonstrated improved skills as naturalists and expressed more confidence in their attitudes and attention to details. 9 am Susan H. Barton Reid 101

Big Sky, MT Ophir School Facilitator: Nichole Spindler

Teacher as Researcher: The Effects of Mentoring Middle School Students Using Authentic Research Activities from the Field Study of Didymosphenia geminata Science teachers and students often are far removed from the excitement and value of doing authentic research. This study analyzed the cascade of effects which resulted from simultaneously doing my own field research on the distribution of Didymosphenia geminata and mentoring students who assisted me in that research. Results indicate that engaging in authentic research activities increased students' positive attitudes towards science and retention of concepts compared a classroom setting. 9 am Dan McGee Reid 102

Belt, MT Belt Public School Facilitator: Lisa Dawn Hart

Improving Science Problem Solving by Developing Math Literacy One of the difficulties students experience in science courses are the ability to properly apply mathematical formulas in context. This action research proposal examines strategies to improve problem solving competency in science word problems. Students are given formula triangles, guided instruction in dimensional analysis, and increased emphasis in the integration of math and science.

Wednesday, June 30, 2010 10 am Alfred T. Poirier Jr. Reid 101

Dover, NH Dover High School Facilitator: Tracy Ann Dickerson

The Effects of Implementing a Competency-based Science Curriculum

The goal of this action research project was to determine the effects of implementing a competency-based science curriculum. Competency-based education focuses on students demonstrating knowledge through performance assessments rather than simply re-stating information. Performance assessments were assessed qualitatively through surveys and questionnaires and quantitatively with common final exam questions and the statewide NECAP standardized test. The results indicated that

that students prefer to demonstrate knowledge through doing rather than being solely assessed with tests.

10 am Amy L. Haverland Reid 102 Peosta, IA Thomas Jefferson Middle School Facilitator: Dennis Fulkerson

Assessment for Learning: The Impact of Formative Assessment in the Middle School Science Classroom Formative assessment and assessment for learning are not new to K-12 education, but they have recently gained tremendous importance throughout. In secondary classrooms, summative assessment has often been the norm and transitioning to formative assessment seems daunting to those challenging this norm. In this study, formative assessment was implemented in a middle school science classroom, and its impact was measured in terms of student success in two distinct units. 10 am Mary L. Maier Reid 103

Missoula, MT Willard Alternative High School Facilitator: Dora M. Hugs

Engaging At-Risk Students through Science Inquiry

The purpose of the project was to determine the best instructional practice with which to increase student motivation in order to gain conceptual understanding in at-risk alternative high school students who have not experienced success at their regular high schools. The implementation of an inquiry-based instructional approach containing elements of cultural competency resulted in an increase in both student engagement and academic achievement in science. 11 am Janet C. Fenker Reid 101

San Jose, CA Archbishop Mitty High School Facilitator: Paula J. Groeneveld

Effects of Cooperative-Learning Activities with Assigned Roles on Understanding High School Chemistry Concepts

My students often work in groups, with some students off-task, leading to difficulties understanding critical concepts. Throughout the study, students rotated roles, gaining an understanding of each role, and worked on group process skills while learning concepts involved with petroleum refining, organic chemistry, and thermochemistry. The results suggest that students became more engaged, more effective group members, and increased their understanding of the concepts with assigned roles. 11 am Scott Schaefer Reid 102

Weston, WI D.C. Everest Middle School Facilitator: Lisa C. Green

The Development, Implementation, and Evaluation of a Standards Based Grade Report in a 7th Grade Life Science Classroom

This study is on the development of a standards based grade report that reported on academic and non-academic behaviors in my 7th grade Life Science classroom. These behaviors were selected with the help of parents, students, and faculty members who also evaluated the final grade report. This study found that a more inclusive grade report was welcomed by parents and students. Both parents and students found sections on non-academic behaviors as well as teacher comments particularly helpful.

Wednesday, June 30, 2010 12 pm Allen R. Bone Reid 101

Pablo, MT Two Eagle River School Facilitator: Michael J. Flamm

Igniting Identity through Native Sciences: Culture – Attendance – Tomorrow

This project was designed to include more Native American cultural activities in the seventh grade science classroom for the purpose of improving student attendance while developing a greater understanding of their ancestral ways. Increasing student attendance should ultimately lead to higher academic achievement, while encouraging our students to understand that it is OK to work towards a higher education that will benefit them, their families, and their tribe. 12 pm Aimee Flavin Artigues Reid 102

Crested Butte, CO Crested Butte Community School Facilitator: Maggie Kane

Why Do We Do This?: The Benefits of Student Research in a High School Science Class

Thirty 10th grade biology students engaged in student research in Crested Butte, Colorado. Students collected and analyzed data in science notebooks about local raptor populations, specifically, students surveyed for raptor presence as well as location/habitat of roost sites. Students’ organization of science notebooks and questioning skills increased during the treatment time along with better attitudes about biology. 12 pm Linda Briggeman Reid 103

Missoula, MT DeSmet Elementary School Facilitator: Kathy Pickens Hirst

Inquiry Science in an Outdoor Classroom - Making Science Fun

In this project inquiry and questioning strategies were implemented in an outdoor classroom with the purpose of improving student science content knowledge. My fourth grade students took part in many activities and investigations looking for answers to their own questions. Student performance on summative assessments showed marked improvement and the development of their inquiry skills was evident. Students expressed more interests and confidence toward science learning. 1 pm James T. Ausprey Reid 101

East Machias, ME Washington Academy Facilitator: Seth A. Hodges

Effects of Study Strategies on Learning High School Biology Concepts The project’s purpose was to help students understand biology concepts and learn how to study science through the use of study strategies, such as note card recall, reading guides, and goal sheets. Results suggest improved understanding and long-term memory of concepts and some continued interest in using these strategies. Students’ attitudes about studying and assignment completion remained disinterested but attitudes toward class activities and rapport with me remained positive. 1 pm Nancy Wells Reid 102

Saltsburg, PA The Kiski School Facilitator: Sue White

Go For the Goal: Setting Personal Objectives in Biology

In this investigation, students wrote and tracked individual goals in general biology classes with the purpose of improving understanding and increasing motivation. Feedback was provided after writing each goal and at the end of each goal cycle. Through the students personal reflections I concluded that most thought that writing goals helped them to learn the material and provided them with an action plan to study and review regularly.

Wednesday, June 30, 2010 2 pm Rebecca B. Burg Reid 101

Dixon, MT Flathead Reservation Dixon Elementary School Facilitator: Debra Lea Schwake

Measuring the Impact of Family Involvement: Changes in Motivation and Academic Success After Implementation of a Family Science Night The purpose of this study was to gauge the changes in attitude and conceptual knowledge of students who attended a Family Science Night. The effectiveness of the family nights was measured using attitude surveys, content tests, field journal reflections, and photographs. Results indicated that parents who attended more than once had an increased appreciation for working cooperatively and learning new information. Students whose parents attended more than twice had a strong appreciation for learning about science and scored higher in science content. 2 pm Erika Christianson Reid 102

Bozeman, MT LaMotte School Facilitator: Pamela S. Kaatz

Effects of Outdoor Science on Student Attitudes

Middle school is a critical time when science attitudes begin to decline, especially in females. This study investigated whether winter outdoor science is effective in fostering positive science attitudes, examined gender differences, and considered which conditions influenced student enjoyment and comfort. Results suggest the boys tended to have more positive attitudes, and students with more positive science attitudes tended to report higher enjoyment and comfort during outdoor science lessons. 2 pm Christy Bone Reid 103

Missoula, MT Hellgate Elementary Facilitator: Devon M. Flamm

Using Prior Knowledge to Increase Kindergarten Students’ Science Comprehension This study examined the best instructional practices to increase kindergarten students' comprehension in science. Data collection consisted of teacher interviews, student interviews, background knowledge probes, and teacher's field notes. The results indicated that helping students gain awareness of what they already know, how they connect prior knowledge to new information, and correcting misconceptions increased students' science comprehension.

3 pm Susan R. Rolke Reid 101

Rindge, NH Franklin Pierce University Facilitator: April Patricia Peterson

Classroom Climate Change: Effects of Cooperative Learning with Real-world Problems on Understanding College-level Environmental Science

My students are often passive participants in the classroom acquiring a rudimentary understanding of concepts. This project focused on the utilization of student-centered learning activities about current issues that involved cooperative-learning strategies to help my students develop a meaningful understanding of the world around them. The results indicate an increase in student cognition, and student engagement through the active exploration of concepts fostered by group cohesiveness and mutual trust.

3 pm Justin L. Smith Reid 102 Coatesville, PA Scott Middle School Facilitator: Lorna Sue Lange

Assessing the Benefits of the Inclusion of Inquiry-Based Instruction in the Middle School Science Classroom

The objective of this study was to evaluate the effects that inquiry-based learning (IBL) had in a middle school science class. The evaluation process utilized a mixed method approach, including both quantitative and qualitative data collection methods. The data collected was used to examine if inquiry-based learning resulted in increased test scores, and also if inquiry-based learning led to a more positive attitude towards science. The results of the study concluded that assessment scores were mixed. However, there was a positive correlation between IBL and students’ attitudes towards science.

Wednesday, June 30, 2010 4 pm Katherine Burke Reid 101

Helena, MT Montana Office of Public Instruction Facilitator: Paul E. Robinson

Evaluation of a Train-The-Facilitator Model of State-Wide Professional Development for Teachers of Science in Montana

In this study a Train-the-Facilitator model of professional development was implemented and evaluated. Educators were trained to facilitate a three hour workshop that focused on the Montana Science Content Standards and inquiry pedagogy. Analysis of data indicated that facilitators were not adequately prepared to facilitate all components of the workshop. Improvements needed to be made to the quality and length of training. 4 pm Tina L. Raeder van Stirum Reid 102

Gonzales, CA Fairview Middle School Facilitator: Patrice Malamis

Time is of the Essence: Implementing Mastery Learning in a 7th Grade Life Science Classroom

Implementing a mastery learning cycle into my 7th grade Life Science classroom was worth the effort. Student scores increased along with students’ attitudes and confidence in science. Despite the amount of time it takes to create the parallel assessments, lessons, and projects, and the time for re-teach lessons, the mastery design is a beneficial one. The approach demonstrates learning can be a constant and that time is the variable. 4 pm Stacey M. Ellis Reid 103

Polson, MT Linderman Elementary School Facilitator: Renee Kelch

Student Science Notebooks: A Tool For Improving Conceptual Understanding

In this investigation, student science notebooks were implemented as a part of daily science instruction to fourth grade general science students. Throughout the study, expository writing skills were emphasized and metacognitive awareness was highlighted as a part of daily science writing. Students used the notebooks to record purposes, questions, predictions, observations, data, reflections, and summaries as appropriate. Overall, student writing improved throughout the course of the study.

Thursday, July 1, 2010

8 am Stephanie A. Hall Reid 101 Rosebud, MT Rosebud School District Facilitator: Michelle Weber

Physics by Inquiry: Making Physics More Accessible

Most physics classes are highly math dependent. Few students in small schools have the level of math required to successfully navigate a physics class. This project used the Physics by Inquiry Tutorial to make the physics class accessible to all students regardless of their math abilities and to assist students’ comprehension of the physics concepts. Students preferred the conceptual method of learning physics. Test scores did not show desired improvement. 8 am Bonnie E. Daley Reid 102

San Francisco, CA A.P. Giannini Middle School Facilitator: Stuart Miles

Think About it! Effects of Portfolios that Utilize Metacognitive Activities on Understanding of Middle School Science Concepts

The project’s purpose was to close the achievement gap between seventh grade honors, regular, and English language learners. Using portfolios with various metacognitive activities, such as reflective writing, conferences, and blogs, the results indicate that understanding of life science concepts increased. Students’ attitudes and motivation fluctuated but remained on a high level. The teacher gained insight into the effectiveness of reflection, student discussions, and review to increase student learning.

Thursday, July 1, 2010 8 am Jann C. Clouse Reid 103

Missoula, MT Target Range School Facilitator: Allen R. Bone

Science Activities That Measure Up

This investigation implemented strategies focused on the teaching and practice of measurement skills within the context of science experiments and projects, with the aim of improving student proficiency in measurement. Fifth grade students also learned to accurately describe the meaning of their measurement data when interpreting the results of their science investigations. Student posttest data showed an improvement in the understanding of measurement concepts and the use of measurement tools. 9 am Susan Berrend Reid 102

Salt Lake City, UT Intermountain Christian High School Facilitator: Robert David Baughman

Student Self-Confidence in Physics

The study investigated how various traditional and non-traditional (problem-based projects and reflective journals) components of a high school physics class affected students' self-confidence in the course. Students completed surveys measuring problem-solving metacognition and academic self-concept at the completion of each of three problem-solving build projects. Students, in general, showed no improvement in their metacognition concerning problem-solving strategies, but some did show improvement in their enjoyment and creativity self-concepts. 10 am Tami A. Morrison Reid 101

Polson, MT Linderman Elementary Facilitator: Mary L. Maier

Investigating the World Around us: Using Place-Based Science Experiences In order for young students to become active scientists they need to explore and investigate their world. The purpose of this study was to determine the effects of long-term, repeated place-based educational experiences on environmental attitudes, environmental awareness, and students' views of themselves as scientists. The results indicated that place-based investigations increased environmental attitudes and awareness in second grade students as well as helped students identify themselves as scientists. 10 am Stanley B. Covington Reid 102

Beijing, China Beijing BISS International School Facilitator: Quinn Michael Dailey

Effects of Blogging and Discussion Boards on Understanding Biology Concepts

This project compared the effects of weekly blogging and discussion board activities on learning biology concepts and writing skills of Grade 9 mixed ability English Language Learner science students to traditional teaching activities. The results showed a positive student response, a small increase in understanding concepts, and an obvious increase in essay and lab report writing skills; suggesting that these tools are useful additions to traditional teaching activities.

10 am Amanda McGill Reid 103 Clinton, MT Clinton School District Facilitator: Larene Bowen

Vocabulary That Sticks: Helping Students Retain Science Vocabulary

Strategies were implemented in the sixth grade science classroom to improve students’ retention of science vocabulary. Drawing pictures, word diagramming, word walls, and games were used to assist with vocabulary retention. Students learned to use a science notebook to enhance note taking skills. Results indicate that students' long term retention improved with strategies. Further, they learned to include these words in science notebooks and during class discussion.

Thursday, July 1, 2010 11 am Gerald Ott Reid 101

Elverson, PA Twin Valley High School Facilitator: Deb L. Hughes

The Effects of Guided Inquiry-based Activities on a Calculus-based AP Physics Class

Physics education research has demonstrated a need for physics students to become active participants in the learning process. To achieve this, guided inquiry activities were implemented into the AP Physics class. This study focuses on three different guided inquiry activities in the Forces curriculum. Qualitative and quantitative data was collected to measure the effectiveness and appreciation of the tutorials. The study indicated that these activities are beneficial to student learning.

11 am Maya A. Lampic Reid 102 Chicago, IL Sacred Heart Schools Facilitator: Randall Jay Berndt

Concept Maps as a Tool for Students’ Independent Learning in 6th

Grade Science

Independent learning, as in homework, is an important skill to develop for lifelong learning. This project looks at concept maps as a learning tool for homework of students with different learning styles. Students were interested in discussing their learning styles and the pros and cons of different methods when working with homework. The results show a positive student response to concept maps of especially visual learners. 12 pm Anne Powers Reid 101

Kingston, Ontario, Canada Sydenham Public School Facilitator: Cheryl A. Barrientos

Doing What Scientists Do: Implementing Science Notebooks in a Primary Classroom to Improve Metacognition Skills and Inquiry-Based Science Instruction

Science notebook writing provides an effective strategy for learning and communication. Science notebooks were implemented in a primary classroom to determine if their use would help students’ metacognition skills and provide a framework to increase inquiry-based science investigations. Attitude surveys, observations, investigation assessments and interviews were used in the study. Results indicated that using science notebooks helped students think about their thinking and also allowed for more instructional time. 12 pm Lisa C. Green Reid 102

Boyce, VA Blandy Experimental Farm & The State Arboretum of Virginia Facilitator: Kara Ann Burrous

Effects of Using a Series of Guided-Inquiry, Hands-On, Field Activities in Informal Science Education

This study focused on using guided-inquiry, hands-on field activities, such as investigating a wetland habitat, during multiple visits of 6th-grade Montessori students to the Arboretum. The students were assessed for science concept knowledge, application skill, and engagement and data indicate an increase in each. Also, students looked forward to return visits and the higher level of student engagement excited them to apply their learned skills to their personal lives. 12 pm Miranda Hollow Reid 103

Charlo, MT Charlo Schools Facilitator: Karen M. Smith

Science Journals: Do they Improve Retention of Science Concepts?

Journaling strategies including lab write ups, reflections, and annotated drawings were implemented with the purpose of improving 8th grade student retention of science concepts. Data was collected during the study and six weeks later to determine retention. The results indicated that using journaling strategies in the science assists students in retaining concepts.

Thursday, July 1, 2010 1 pm Mary K. Osman Reid 101

Newark, DE Christiana High School Facilitator: Bonnie J. Keller

Metacognitive Instruction and Student Achievement in Science Class

This study asked if direct teaching of metacognitive skills would improve grades and attitudes towards education among ninth grade students. Students were given direct instruction in metacognitive strategies and time to practice in class. The data indicates that there was not significant improvement linked to the intervention, though some students are benefiting from use of specific strategies.

1 pm Jennifer Stadum Reid 103 Lima, MT Red Rocks Lake National Wildlife Refuge Facilitator: Susan Berrend

Breeding Season Occupancy of Long-billed Curlews and Sandhill Cranes in Grazed Habitats at Red Rock Lakes National Wildlife Refuge, Montana

This project is the culmination of research designed to investigate the response of breeding Long-billed curlews and Sandhill cranes to cattle grazing at Red Rock Lakes National Wildlife Refuge, Lima, Montana. Research procedures, analysis and results are presented with a summary of how being a teacher/researcher has impacted teacher professional development pedagogy as a science instructional coach. 2 pm Aaron J. Eling Reid 101

Muskegon, MI WayPoint Academy Facilitator: Nancy Farrington Reid

The Effects of WebQuests on Interest and Comprehension in an 8th Grade Science Classroom

This project consisted of the introduction and use of teacher-created WebQuests in an eighth grade earth science classroom over a nine week period. The purpose of this study was to determine if using WebQuests increased student interest and comprehension in core earth science content. The results showed that following WebQuests there was an increase in both classroom participation and student scores on lab activities and summative assessments. 2 pm Rose Kent Reid 102

South Royalton, VT South Royalton High School Facilitator: Kelly P. Broderick

Effect of Homogenous Differentiated Learning Groups on Learning High School Biology Concepts

At a small school with limited class scheduling, I often have a wide range of achievement in my 10th-grade biology classes. To address this disparity in interest and ability, I used small, homogenous, differentiated groups to teach natural selection and human evolution. The results suggest that students learning with differentiated instruction were more confident and better able to explain concepts. 2 pm Page-Marie Price Reid 103

Lolo, MT Lolo School Facilitator: Linda Briggeman

Bringing Second Grade into the 21st Century: The Effects of Using a Smart Board in the Science Classroom

This study analyzed how the use of an interactive whiteboard, a SMART board, affected students' learning of the second grade science curriculum through a year-long process. Results indicated that though the SMART board increased interest, it did not by itself increase understanding and mastery of science concepts in the second grade. 3 pm Thomas A. Ippolito Reid 101

Coatesville, PA Scott Middle School Facilitator: Dan McGee

Can Student Choice in Homework Assignments Increase the Return Rate and Increase Students’ Attitudes towards Science? In this project homework choice was provided to the students with the intent to increase student’s attitude towards science and the return rate of homework. Homework options were differentiated so that students would feel empowered by having choice in assignments which would motivate them to increase their attitude towards science. Although the data yielded positive results, the increase was not dramatic.

Thursday, July 1, 2010 3 pm Sue White Reid 102

Derby, KS Derby High School Facilitator: Michael A. Schoenborn

Using Concept Cartoons as Formative and Summative Assessments in Biology

Concept Cartoons have been used in the UK since the 1990s as a means of addressing science misconceptions and encouraging discussion about science. This project focused on the use of visual representations of misconceptions to assess student learning throughout and at the end of two units of study in high school biology. The results indicated that this visual approach was an effective assessment tool, especially when linked to lab experiences. 4 pm Heide Westwood Reid 101

Hardin, MT Hardin Middle School Facilitator: Catherine Schuck

Increasing Motivation using an Interactive Electronic Whiteboard and Clicker System During Science Activities

The purpose of the study was to determine if utilizing an electronic interactive whiteboard and wireless response system increased student motivation during science activities. Success of the project was measured by student surveys, interviews, classroom observations and teacher surveys. The findings promote that teacher training is important for maximum effectiveness of whiteboards, and students benefited from interacting with the whiteboards and responders. 4 pm April Patricia Peterson Reid 102

North Bay, Ontario, Canada Widdifield Secondary School Facilitator: Dawn Nicole Estrella

Effects of Visualization Tools on Understanding Chemistry Concepts in Grade 10 Science

Students have difficulty understanding ionic bonding and nomenclature of ionic compounds. This project focused on using visualization activities, including hands-on models and interactive computer activities, to help students understand these concepts. Results show improvement in understanding concepts, student attitude and engagements towards learning, and development of mental images of the chemical structure of compounds but were contradictory for long-term memory. Teacher attitude and motivation were also positively affected.

4 pm Renee Kelch Reid 103 Ronan, MT K. William Harvey Elementary Facilitator: Cheryl Hugs

Oh! I’ve Heard That Word Before: Retention of Science Vocabulary

In this investigation vocabulary strategies were implemented with the purpose to improve students’ knowledge and retention of science vocabulary. Students were given vocabulary tests prior to using think-alouds, vocabulary notebooks, and a word wall. Immediately after using the techniques and again four weeks later, retention of vocabulary and concepts were assessed. The results indicate there were greater increases in vocabulary knowledge, but not substantial differences in retention. Friday July 2, 2010 8 am Seth A. Hodges Reid 101

St. Michaels, AZ St. Michael Indian School Facilitator: Melinda K. Rothschild

Evaluation Vocabulary Acquisition Techniques for Use with a Ninth Grade Physical Science Course

Many students arrive at high school lacking a basic science vocabulary. It is difficult for students to grasp many concepts of science without this vocabulary. This project investigated the effectiveness of two vocabulary acquisition techniques in a ninth grade physical science course. An analysis of assessment scores, along with student interviews and surveys, indicated that one technique can assist in improving student acquisition and retention of physical science vocabulary.

Friday July 2, 2010 8 am Michelle A. Cregger Reid 102

Chewelah, WA Colville National Forest Facilitator: Katie E. Hubbell

South Fork Chewelah Creek Water Quality Study: A Look at Streamside Data Collection and Classroom Application

During winter 2009-2010, a water quality study was conducted in South Fork Chewelah Creek in northeastern Washington State. This was to determine the Water Quality Index of the stream and served as a pilot project on the feasibility of similar studies in the science classroom. Results concluded the stream’s health as “Good.” And showed that secondary science students are more than capable of participating in streamside data collection and analysis. 9 am Paula J. Groeneveld Reid 102

Harrisburg, SD Harrisburg Middle School Facilitator: Bryna Thomson

Effects of Using Formative Assessment Probes with Associated Learning Activities on Understanding Earth and Space Science Concepts The project’s purpose was to better monitor the learning of my sixth-grade science students and increase understanding. I integrated customized formative assessment probes, both brief and comprehensive in nature that utilized graphics, as well as targeted activities to promote conceptual change of students’ alternative conceptions. Results indicate that the intervention revealed my students’ alternative conceptions, guided my teaching to develop students’ conceptual ideas, and increased students’ long-term memory of concepts. 9 am Kathy Pickens Hirst Reid 103

Ashland, MT Ashland Public School Facilitator: Christy Bone

The Effects of Using the 5E Instructional Model to Teach Science Concepts to 4th

Grade Students

In this investigation the 5E Instructional Model was implemented to increase conceptual understanding of science concepts among fourth grade students. Eight 5E lessons were initiated to teach the science concepts in the subject areas of measurement, properties of matter and mixtures, and the applied forces of energy and motion. Through surveys, interviews and assessments the students demonstrated an increase in understanding of the concepts. The students gained inquiry skills and related science concepts outside the classroom.

10 am Dora M. Hugs Reid 101 Pryor, MT St. Charles Mission School Facilitator: Carol Jane Baker

Apsaalooke Traditional Stories With Science Concepts

This project involved Apsaalooke elders sharing Apsaalooke traditional stories with the fourth grade students. After the stories were told, the class discussed how it related to the unit. One elder told the students how she was taught to tell the summer and winter solstices as a child. Through the traditional stories the students realized that stories told orally were really like the textbooks we used today to study astronomy and weather and climate. 10 am Holly Prull Reid 102

Bend, OR High Desert Museum Facilitator: Emily M. Ford

Measuring the Impact of Science Field Trips at Central Oregon’s High Desert Museum This study assessed impacts of the High Desert Museum’s Fired Up! field trip program on student learning, attitudes, and teacher perceptions. Data was gathered using pre- and posttests, surveys, peer reviews, and observational notes. As measured in pre- and posttests, the program resulted in significant knowledge attainment about forest management practices. Surveys revealed participants were unequivocally satisfied with Fired Up! Observational notes recorded students highly engaged in the field experience.

Friday July 2, 2010 11 am Tracy Ann Dickerson Reid 101

Corvallis, MT Corvallis High School Facilitator: Sarah S. Poletto

Are Biological Virtual Lab Investigations as Effective as Traditional Hands-on Laboratory Methods on Conceptual Understanding?

Decreased funding for laboratory materials has increased attention on virtual laboratory experiences. This project compared traditional and virtual laboratory experiences in classes of biology, AP biology, and anatomy and physiology. Results show that students comprehended more information and were more engaged and motivated when using traditional laboratory activities. However, students requested the use of the virtual labs as a precursor to traditional labs in order to have a better understanding of the main purpose and objectives. 11 am Cathy L. Jamison Reid 102

Wake Forest, NC Laurel Park Elementary School Facilitator: Susan H. Barton

Effects of Using Guided-Inquiry Activities in a Special Education Setting on Understanding Science Concepts

Using guided-inquiry activities with preschool students identified with disabilities to help them learn science as inquiry was the project’s focus. Many hands-on activities were related to topics of buoyancy and the sense of touch. The data indicate that students had an increase in engagement, communication, and understanding of concepts. The teacher developed more understanding of how students learn when their natural curiosity was coupled with guided-inquiry activities. 11 am Deanna Rose Zerbe Reid 103

Lodge Grass, MT Lodge Grass Elementary Facilitator: Stacy M. Ellis

Taking Second Grade Outdoors to Develop Inquiry Skills This study examined the value of developing inquiry science skills within the framework of the schoolyard. Students conducted numerous activities in the outdoor classroom which promoted the use of science inquiry skills. Activities included mapping our schoolyard and studying soil, insects, animals, plants, and rocks. The students also developed an environmental project. The results indicated that the outdoor classroom increased student interest in science and improved student attention to detail. 12 pm Larene Bowen Reid 101

Lame Deer, MT Lame Deer Elementary Facilitator: Rebecca B. Burg

Names! Names Everywhere! How Can I Learn These Names? What Affect Does Art Have on Learning Names and Science?

The purpose of this self-case study was to determine the affects of multiple intelligence on an identified area of weakness: learning and remembering student names. After its effectiveness was determined, an action plan for implementing multiple intelligence strategies in the elementary science class was designed.

12 pm Tim Germeraad Reid 102 Flossmoor, IL Parker Junior High School Facilitator: Holly Prull

Effectiveness of Incorporating Mnemonics into Science Instruction Students’ ability to write descriptive paragraphs about scientific processes was measured after they received traditional instruction and instruction that incorporated mnemonics. To compare the effectiveness of these approaches, students’ performance was assessed initially through unit tests and four weeks later through surveys. Mnemonic instruction had a positive effect on all students’ learning and recall. However, after four weeks, this effect was nearly double for students with the lowest reading abilities.

Friday July 2, 2010 1 pm Pamela S. Kaatz Reid 102

Sechelt, British Columbia West Sechelt Elementary Facilitator: Anjali Devi Chandran

Effects of Problem-Based Learning on Understanding Ecology Concepts

My fifth-grade students readily comprehend new science concepts, however, they struggle applying them in independent situations. This project explored using Problem-Based Learning (PBL), a process that requires students to complete a series of steps in order to generate a solution to a real-world problem. The results suggest that PBL positively affected students’ overall understanding of ecology concepts, higher-level thinking skills, motivation, and long-term memory of concepts. 2 pm Devon M. Flamm Reid 101

Hardin, MT Hardin Intermediate Public School Facilitator: Jann C. Clouse

Teachers Perceptions of Science Inquiry: A Baseline Study Montana State Science Standards require teachers to teach science using inquiry. A concern is that teachers have different understandings of inquiry. Survey information, science lesson examination and classroom observations were used to profile perceived inquiry experiences and teachers’ understanding of the inquiry process. Results indicated that while some elements of inquiry were present in the teaching of science, there were misconceptions of science inquiry. 3 pm Nichole Spindler Reid 101

Bradford, PA Floyd C. Fretz Middle School Facilitator: Charlotte Waters

Girls in STEM: Increasing Interest and Awareness of Science, Technology, Engineering and Mathematics Related Careers in Middle School Girls

In this investigation an all-girls after-school program was implemented in 7th grade to determine the effect on student perceptions when girls are exposed to female role models in science, technology, engineering, and mathematics (STEM) related occupations. The goal of the study was to increase the interest and perception of abilities in female students in STEM subjects, and to promote a positive view of females in STEM occupations. At the conclusion of the research, students demonstrated more open-minded attitudes, higher levels of confidence, and an increased interest in STEM fields. 3 pm Melinda K. Rothschild Reid 102

Parker, CO Chaparral High School, DCSD Facilitator: Tim Germeraad

Effects of Using Direct Instruction with Cooperative-Learning Activities on Understanding of High School Chemistry Concepts

Improving understanding and long-term memory of chemistry concepts and problem-solving skills was the project’s focus. The intervention utilized directed instruction, a strategy that connects new to prior knowledge, breaks the learning process into steps, and allows practice of new skills with immediate feedback. Guided-inquiry activities with cooperative-learning groups were also integrated into instruction to facilitate depth in understanding and promoted critical thinking. Results indicate improvement in all focus areas. 4 pm Paul E. Robinson Reid 101

Valhalla, NY Westchester Community College Facilitator: Sara Elizabeth Jay

Introductory Astronomy Student Understanding and Interpretation of a 2-D Representation of the Earth

This project examined the difficulties introductory college students have with understanding a common visual model used in astronomy courses. Pre-instruction probes revealed a pervasive misunderstanding of how to interpret a representation of the Earth. Students were given explicit instruction on how to interpret such diagrams using 2-D visualizations and anchoring situations with physical models. Post-instruction testing showed an increase in understanding with similar models, but more limited success with novel situations.

Saturday, July 3, 2010 8 am Debra Lea Schwake Reid 101

Lodge Grass, MT Lodge Grass Elementary Facilitator: Tami A. Morrison

Science: A Means to Encourage Reading with Special Education Students

This case study project examined the use of science to encourage reading and vocabulary building skills of elementary special education students. The study group was six students with different disabilities in a kindergarten through sixth grade resource room. Each student was monitored for personal growth and the results indicated that putting a science project into weekly lesson plans increased students’ knowledge of vocabulary and encouraged them to read other books of interest. 9 am Emily M. Ford Reid 101

Boyce, VA Blandy Experimental Farm & The State Arboretum of Virginia Facilitator: Michelle A. Cregger

Outdoor Informal Education: Effects of Using Questioning and Prediction Strategies on Student Interest and Attitudes Toward Science

To incorporate science as inquiry, this study utilized multiple field visits with extensive questioning and prediction strategies while fifth-grade students investigated a wetland area at the Arboretum. Project data were collected with surveys, predictions sheets, concept maps, and teacher observations and indicated that students were continually interested in field investigations as they learned science concepts. Student attitudes and motivations towards science increased while views of science increased in complexity. 9 am Michael J. Flamm Reid 102

Hardin, MT Hardin Middle School Facilitator: Amanda McGill

The Effects of Block Scheduling on Students’ Acquisition and Application of Science Process Skills

The purpose of my research was to determine if teaching in a block schedule made any difference in my students’ abilities to perform the process skills of inquiry as compared to a traditional eight period day. I used data from two different school years with different schedules. The data showed very little to no improvement in summative assessments and the process skills, but there was a favorable increase in the attitudes of the parents, teachers, and students toward learning science. 10 am Anjali Devi Chandran Reid 101

Napa, CA Harvest Middle School Facilitator: Cathy L. Jamison

Using the Talking Drawings Strategy to Improve Comprehension of Expository Science Text

In this project, students used the Talking Drawings Strategy while reading expository science text to improve their comprehension of the text. Results of comprehension quizzes showed that students improved their median comprehension quiz scores when using the strategy. Surveys and interviews indicated that students enjoyed doing the strategy and felt it helped them understand the text better. Analysis of drawings done before and after the reading showed improved comprehension, ideas and vocabulary.

11 am Deb L. Hughes Reid 101 Andalusia, AL Andalusia Elementary School Facilitator: Kim Walker

Get Outdoors: Effects of Outdoor-Related Inquiry Activities on Understanding Elementary School Science Concepts

This project focused on the effects of outdoor inquiry investigations on 5th-grade students’ understanding of ecology concepts and learning how to make observations. Data were collected with concept maps, teacher-created tests, and field observations and suggest a slight improvement in students’ overall understanding, long-term memory of concepts, and an increased ability to make observations and motivation to learn.

Saturday, July 3, 2010 11 am Karen M. Smith Reid 102

Lame Deer, MT Lame Deer School Facilitator: Paige-Marie Price

Talk it up! Developing Students’ Oral Scientific Literacy

Many students lack verbal communication skills necessary for academic success and daily life. In this study, instructional strategies emphasizing the development of students’ oral scientific literacy were analyzed. The data indicates that Science Talks, Instructional Conversations, and Cooperative Learning Groups positively impact students’ oral expression of ideas. Exciting side effects observed include increased verbal participation of all students, students voluntarily assisting one another, and an overall atmosphere of acceptance. 12 pm Charlotte Waters Reid 101

Vancouver, WA Heritage High School Facilitator: Erin Kelly Lynch

The Development and Use of Tools to Understand Student Science Lab Conclusion Writing through Teachers’ Professional Learning Communities Many researchers study the effectiveness of Professional Learning Communities (PLC) by studying the group dynamics and group development. This paper focuses on the direct student development that is affected by a PLC. In this project, six teachers worked together to improve the quality of student conclusion writing in the science lab based on the Washington Assessment of Student Learning and the Essential Academic Learning Requirements. Students were assessed using a facet, pre assessment, post assessment and graphic organizer. This paper asserts that teachers working in groups (PLC) are effective and student achievement is affected positively by teacher collaboration. 1 pm Carol Jane Baker Reid 102

Billings, MT Hardin Intermediate School Facilitator: Deanna Rose Zerbe

Building Science Vocabulary in an Elementary Intervention Classroom

The purpose of this study was to help students in a self-contained intervention classroom develop long-term vocabulary strategies that strengthen their understanding of new words, and allow them to develop independent skills that would help them with the content found in their science texts. Students worked according to their reading levels. Through the development of the various vocabulary strategies, improvement was found in student’s comprehension and the understanding of science content. 2 pm Cheryl Hugs Reid 101

Pryor, MT Pryor Public Schools Facilitator: Heide Westwood

Vocabulary Acquisition Strategies in Elementary Science

This study investigated strategies to help elementary students in a Native American reservation school gain science vocabulary skills. Whole class and one-on-one instruction in vocabulary development were part of the treatment. Interviews and student work showed an increase in teacher and student understanding and awareness of science vocabulary.

Capstone Presentations Beyond Capstone Week Joshua Gates

Wilmington, DE Tatnall School

Have You Heard? The Effectiveness of Audio Feedback in Improving Student Lab Report Writing in Physics The differences between individualized MP3 audio feedback and traditional written feedback for student lab reports were explored. The number of writing and argument errors, student understanding of the lab format, student and teacher impressions of the feedback and the time required to produce the feedback were tracked. Both methods showed similar effectiveness, but the audio feedback was more highly regarded by the students and faster to produce for the teacher.

ADMISSIONS GEOGRAPHIC DISTRIBUTION*

State/Country 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Alabama - - - - - - - 1 1 - - 1 - - Alaska 1 - - 1 1 1 3 2 3 3 1 1 3 1 Arizona - 1 - - 1 - 1 2 - - - - 3 1 Arkansas - - - - - - 1 - 2 - 2 - 2 1 California 2 - 2 3 6 4 3 3 4 6 4 5 7 6 Colorado - 1 - - 1 3 3 5 3 2 3 7 3 2 Connecticut - - - - - - 1 - - - - - 2 - Delaware - - - - - 1 - - - - - 1 1 - DC - - - - - - - - - 2 - - - - Florida - - - - - - - - 2 2 - 2 2 3 Georgia - - - - 1 1 - - - 1 - 1 2 1 Hawaii - - - - - - - 3 1 - - 1 - 2 Idaho - - - - - - - 1 - 1 1 1 3 3 Illinois - - - 4 2 - 7 2 1 4 2 6 8 4 Indiana - - - 1 - - - - 2 - - 1 - 2 Iowa - - - - 1 - - - - 2 3 1 4 3 Kansas - - 3 - - 1 - - - 2 - - 1 2 Kentucky 1 1 - - - - 1 - - - - - - - Louisiana - - - - - - 1 1 1 - 1 - - - Maine - - - - 1 1 - 1 - 2 - 1 1 2 Maryland - - - - - 1 - - 1 - - 2 1 - Massachusetts - - 2 - 2 3 3 1 - 2 3 2 - 2 Michigan - - - - 1 - 2 2 - 1 2 1 4 1 Minnesota - - - 1 - 2 3 2 - 1 1 4 1 - Mississippi - - - - - - - - - - - 1 - - Missouri - - - - - 1 2 - - - - 1 1 Montana 17 12 6 9 12 12 3 17 11 8 7 19 35 26 Nebraska - - - - - - 1 - 1 - - - 2 - New Mexico - - - - - - - - - - - - 1 - Nevada - - - - - 3 1 2 - - - 1 - 1 New Hampshire- - - - - - - - 2 - 2 3 1 2 New Jersey - - - - 1 - - - 1 2 1 1 7 3 New York - - - - - - - 2 - - 2 1 2 2 North Carolina - - 1 - 2 - 1 2 2 - 2 3 1 2 North Dakota 1 - - - - - - 1 - - 1 3 - - Ohio 1 2 1 - 3 3 2 3 3 1 1 - 4 4 Oklahoma - - - - - 1 1 - - - - - - 1 Oregon - - 1 3 1 - 1 2 2 1 - 1 1 1 Pennsylvania 1 - - 2 2 2 3 - 2 2 2 5 3 7 South Carolina - - - - - - - - 1 1 - 1 1 - South Dakota 2 - - 1 - 1 2 1 1 2 2 1 - - Tennessee - 1 - - - - 1 - - 2 1 - 2 1 Texas 2 - - - 4 2 - 2 - 2 2 2 7 3 Utah 2 - 2 1 - 2 2 - 3 - 1 4 1 - Vermont - - - - 1 1 - - - - - - 1 3 Virginia - - - 1 - - - - 1 2 2 3 2 4 Washington - 1 - 1 3 1 - 3 4 4 4 1 4 3 West Virginia - - - - - 1 - - - - - - - - Wisconsin - - 1 - 2 1 3 - 1 4 2 3 1 3 Wyoming - 1 - - 1 - 1 1 3 1 1 2 1 3

Bahamas - - - - - - - - - - - - - 1 Bermuda - - - - - - - - - - 1 - - - Brazil - - - - - 1 - - - - - - - - Canada - 1 1 - - - - 2 1 - - 2 3 5 China - - - - - - - 1 - - - - - - Columbia - - - - - - - 1 - - - - - - Germany - - - - - - 1 - - - - - - - Guam - - - - - - - - - - - 1 - - India - - - - - - - - 1 - - - - - Kenya - - 1 - - - - - - - - - - - Malaysia - - - - - - 1 - - - - - - - Netherlands - - - - - - - - - - - - 1 - Norway - 1 - - - - - - - - - - - - Pakistan - - - - - - 1 - - - - - - - Saudia Arabia - - - - - - - - - - - 2 - - Sweden - - - - - - - - - - - 1 - - Thailand - - - - - - - - - - - - - 1 UAE - - - - - - - - - - - - - 1 West Indies - - - - - - 1 - - - - - - - Total 30 22 21 28 50 50 56 66 61 61 59 99 130 114

Grand Total: 733 *residency listed on application

GRADUATE GEOGRAPHIC DISTRIBUTION*

State/Country 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Alaska - 1 1 - - 2 - 3 2 2 3 - Alabama - - - - - - - 2 - - - 1 Arizona - - - - - - 1 1 2 - - 2 Arkansas - - - - - - - 1 1 - - - California 2 - 1 3 3 2 3 2 4 3 5 6 Colorado 1 1 - - - 3 3 3 2 3 1 4 Connecticut - - - - - - - 1 1 - - - Delaware - - - - - - - - - - - 2 Florida - - - - - - - - 4 - 1 1 Georgia - - - - 2 - - - - 1 - - Hawaii - - - - - - 1 - - - 2 - Idaho - - - - - - - - 1 - 1 - Illinois - 1 - - 2 2 1 5 1 1 3 7 Indiana - - - - - - - - - - - 1 Iowa - - - - 1 - - 1 1 2 2 3 Kansas - - 3 - - 1 - - 1 1 - 1 Kentucky 1 1 - - - - 1 - - - - - Louisiana - - - - - - 2 - - - - - Maine - - - - - 1 1 - - - - 1 Maryland - - - - - 1 - - - - 1 - Massachusetts - - - 1 - 2 2 2 - 2 2 2 Michigan - - 1 - 1 - 1 1 - 2 1 - Minnesota - - 1 - - 2 2 - 1 1 2 - Mississippi - - - - - - - - - - - 1 Missouri - - - - - - 1 - 2 - - - Montana 14 7 8 5 8 5 9 11 9 7 13 36 Nebraska - - - - - - - - 1 - 1 - Nevada - - - - - 2 2 1 - - - - New Hampshire - - - - - - - - 2 - 2 2 New Jersey - - - - - - - - 1 - 1 1 New York - - - - 1 - 1 1 1 2 1 1 North Carolina - - - 1 - 2 - 1 2 - 2 2 North Dakota - - - - - - - - 1 - 1 - Oklahoma - - - - 1 - - - - - - - Ohio - 2 - 2 1 2 3 4 2 - - - Oregon - - - 3 - - 2 - 1 1 1 1 Pennsylvania - - - - - 3 1 - 1 2 1 5 South Dakota - 2 - - 1 - 1 2 1 2 1 1 Tennessee - - - - - - 1 - - 1 2 1 Texas - 1 1 - - 2 1 - 1 2 1 2 Utah - - 2 - - 3 1 2 - - 1 3 Vermont - - - - 2 - - - 1 - - 1 Virginia - - - 1 - - - - 2 - 1 3 Washington - - - 2 2 1 3 3 2 2 2 2 Wisconsin - - 1 - - 1 1 1 - 4 2 2 Wyoming - 1 - - 1 2 - - 1 - 1 -

Argentina - - - - - - - - - - 1 - Bermuda - - - - - - - - - - 1 - Brazil - - - - - - - - - - 1 - Canada - 1 1 - - - - 1 - 1 - 4 China - - - - - - 1 - - - - 1 Columbia - - - - - - 1 - - - - - Estonia - - - - - - - - - - 1 - Germany - - - - - 1 - - - - 1 - Guam - - - - - - - - - - 1 - India - - - - - - - 1 - - - - Japan - - - - - - - 1 - - - - Kenya - - - 1 - - - - - - - 1 Malaysia - - - - - - - 1 - - - - Norway - 1 - - - - - - - - - - South Korea - - - - - - - - - 1 - - West Indies - - - - - - 1 - - - - - Total 23 16 21 19 37 34 55 48 56 40 64 100 Grand Total: 513

*residence at graduation

1999 Paul Andersen, Bozeman, MT Edward Barry, Sacramento, CA Richard Dees, Billings, MT Maureen Driscoll, Butte, MT Janet Erickson, Helena, MT Beth Farrar, Rapid City, SD Kerry Friend, Cayucos, CA Jonathan Hanson, Big Fork, MT Melissa Henthorn, Turah, MT Kevin Klawonn, Lennox, SD Nancy Males, Mansfield, TX Wayne Mangold, Plevna, MT David McDonald, Sidney, MT Joy-Lyn McDonald, Sidney, MT Josy McLean, Great Falls, MT John Miller, Billings, MT Randall Mogen, Ketchikan, AK Kelly Morrow, Kalispell, MT Marjorie Robbins, Morton, IL Lisa Rubright, Manhattan, MT Peggy Taylor, Farmington, NM Shannon Walden, Fort Benton, MT Martin Wells, Taylor Mill, KY

2000 Randall Carmel, Millersburg, OH Beverly DeVore, Meeker, CO Ivanell George, Houston, TX Jeffrey Greenfield, Shepherd, MT Mark Halvorson, Sidney, MT Tom Hennard, Stavanger, Norway Steven Lockyer, Conrad, MT Ann Lukey, Alberta, Canada Lisa Mahony, Bozeman, MT Craig Messerman, Missoula, MT Kathleen Napp, Scottsdale, AZ Sandy Shutey, Butte, MT Lisa Snyder, Chetenne, WY James Temple, Glendive, MT Melanie Vinion, Wooster, OH Chrystel Wells, Taylor Mill, KS

2001 Robert Beese, Gardiner, MT Rodney Benson, East Helena, MT Jeffrey Berg, Auburn, MA Lawrence Bice, Cottonwood, AZ Penny Long Blue, Ellsworth, KS Kathy Brown, Taft, CA Daniel Campbell, Big Timber, MT John Etgen, Belgrade, MT Sharon Fox, Great Falls, MT Ashton Griffin, Goldsboro, NC Taylor Hansen, Bozeman, MT Deana Hill, Alberta, Canada Richard Lahti, Fergus Falls, MN Sanford MacSparran, Logan, UT Bradley Piroutek, Belleville, KS Rebecca Reno, Havre, MT David Robbins, Nairobi, Kenya Jack Schoonen, Dillon, MT Wendy Sink, Burton, MI Clinton Stephens, Escalante, UT

2002 Ronald Abarta, Chehalis, WA Shannon Bowen, Strasburg, VA Peter Bregand, Fullerton, CA Pamela Duncan, Woodstock, IL Leslie Giffen, Rohnert Park, CA Mary Jane Goebel, Rapid City, SD Jody Hurd, Helena, MT Tom Huston, Vale, OR Kevin Kapanka, Kenton, OH Lloyd Magnuson, Butte, MT Deanna Mazanek, Athena, OR Todd Morstein, Lakeside, MT Mellissa Newman, Dutton, MT Chris Ottey, Bozeman, MT Robert Pendzick, Canfield, OH Mary Slack, Wheaton, IL Michelle Snyder, Athena, OR Michele Thomas, Bakersfield, CA Kerby Winters, Vale, OR

2003 Cyndie Beale, Fairbanks, AK John Scott Beaver, Talpa, TX Amy Berg, Auburn, MA Eric Berg, Auburn, MA Nikki Bethune, Sapulpa, OK Bruce Bourne, Seeley Lake, MT Kevin Bowman, Jackson, OH Corbin Brace, Waterville, ME Kelly Cameron, Ridgefield, WA Ralph Carlson, Hilmar, CA Corinne Chavern, Pittsburgh, PA Susan Choman, E. Wenatchee, WA Tom Cubbage, Great Falls, MT Sandra DeYonge, Rye, NY Sharon Dotger, Raleigh, NC Phyllis French, Douglasville, GA Michele Geisler, Rutland, VT Michael Gregory, Pinedale, WY Robin Hehn, Roundup, MT Kathy Howe, Houston, TX Jack Julian, Cairnbrook, PA Linae Kendall, Saunemin, IL David Lee, Taylorsville, NC Brita Lien, Alberton, MT Eric Matthews, Bozeman, MT Diane Mayer, Bozeman, MT Birgitta Meade, Decorah, IA Linda Moule, Claremont, CA Susan Olsen, Brownsville, PA Ryan Prnka, Skagway, AK Rob Smith, Marengo, IL Sonja Steffan-Squires, Lancaster, CA Jim Striebel, Corvallis, MT Nicole Trombetta, Duluth, GA Melody VanderWeide, Grand Rapids,WI Jeffery Wehr, Inverness, MT Tim Ziegler, Stowe, VT

2004 Kimberly Atkins, Annandale, MN Christopher Cox, Buffalo, WY Kelley Davis, Monkton, MD Kirsten DeHart, Houston, TX Patricia DiEduardo, Lewiston, ME Terry Edinger, Trabuco Canyon, CA Mary Margaret Eraci, Lombard, IL Randall Farchmin, Menomonee, WI Dona Furrow, Jackson Center, OH Larry Gursky, Roy, WA Emmylou Harmon, Kremmling, CO Penny Juenemann, Two Harbors, MN Loren Kane, Natick, MA Robin Kent, Missoula, MT Dan Kloster, Longmont, CO Karen Krieger, Bozeman, MT Deanna Meyer, West Jordan, UT Lee Moss, Orangeville, UT Michael Mulligan, Brazil Katharine Murphy, Ogden, KS DeAnn Neal, Midvale, UT Jeannine Paszek, Reno, NV Glenn Peterson, Greeley, CO Kim Popham, Lolo, MT Mary Porter, Melrose, MA Gordon Powell, Cortland, OH Chuck Shepard, Saltsburg, PA Bernie Smith, Colstrip, MT Dorothy Smith, Colstrip, MT Scotty Stalp, Germany Kim Walker, Johnson, KS Erika Wells, Jackson, WY Jeff Youker, Placerville, CA Brian Zeiszler, Elko, NV

2005 Marc Afifi, Seaside, CA Christine Bergholtz, Kenai, AK Matt Bilen, Elgin, IL Andy Broyles, Aberdeen, SD Brendan Casey, La Mesa, CA Peggy Collins, Dudley, MA Andrew Conger, New Orleans, LA Michelle Cullen, Valdez, AK Richard Davis, Frazier, MT Eric Dougherty, Newport, NC Brian Edlund, Benson, MN Rachel Endelman, Monroe, WA Monica French, Salt Lake City, UT Nelson Fuamenya, Hunan, China Ricarda Hanson, Ashland, MT Kelley Hoffman, Beaver Dam, WI Diane Holloway, Osaka, Japan Steve Huffman, Honolulu, HI Cathy James-Springer, West Indies Roby Johnson, Yuma, CO Ryan Kapping, Wadena, MN Nicole Kirschten, Newfield, NY Anita Linder, Mt. Zion, IL Brad Loveday, Alamo, NV Justin Lovrien, Sioux Falls, SD Leslie McDaniel, Memphis, TN Carla McFadden, Oroville, WA Valdine McLean, Lovelock, NV Chris McNabb, Ganado, AZ Jomae Mertz, Parker, CO Eric Miller, Athens, OH Lelia Mitchell, Brighton, MA Mark Nevala, Klamath Falls, OR Kristina Newman, Swanton, OH Helga Pac, Bozeman, MT Lori Peterson, Polson, MT Lander Purvis, Bozeman, MT Chris Putzler, Kalispell, MT Margaret Rossignol, Boulder, CO Matthew Rubin, Saugus, CA Katherine Saylor, Fall City, WA Tonya Shepherd, Pineville, LA Chris Spera, Dixon, IL Susan Steckel, Winchester, IL Zachary Stroker, Columbia Becky Sundin, Baker City, OR Christine Sundly, Great Falls, MT Brian Swarthout, Bozeman, MT Harold Taylor, Bidwell, OH Neysa Thiele, Mt. Zion, IL Erin Trame, Ann Arbor, MI Josh Underwood, Tollesboro, KY Travis Vandenburgh, Independence, MO Jennifer Werda, Plymouth, NH LeAnne Yenny, Bozeman, MT

2006 Cheryl Abbott, Palmer, AK Stacie Laducer Blue, Fargo, ND Larry Boyd, Marysville, WA Rich Calhoun, Lakeville, CT Chuck Campbell, Russellville, AR Dawn Carson, Shepherd, MT Alicia Cepaitis, Fort Collins, CO Sue Counterman, Littleton, CO Randy Daniel, Huntsville, AL Yvette Deighton, Sparks, NV Lindsay Forys, White, PA Greg Gaffey, Beloit, WI Amanda Gilbreath, Madison, AL Tara Hall, Golden, CO Laura Hauswald, Seattle, WA Lauren Hinchman, Charlevoix, MI Laura Holmquist, Bigfork, MT Joanna Hubbard, Anchorage, AK Margie Huber, Gahanna, OH Michael Joyce, Edgartown, MA Ken Mager, Oak Forest, IL Michael Magno, Monroe, NC Steve McCauley, Boulder, MT Kevin McChesney, Reynoldsburg, OH Rebecca Mentzer, Columbus, OH Kathy Meyer, Apple Valley, CA Sherry Miller, West Coxsackie, NY Gina Monteverde, Winthrop, WA Leslie Morehead, Leslie, TX Lori Ann Muchmore, Lolo, MT Troy Nordick, South Jordan, UT Kenny Peavy, Kuala Lumpur, Malaysia Rhonda Phillips, Saskatchewan Vasantha Prasad, Tamilnadu, India Craig Richards, Calusa, CA Diane Ripollone, Garner, NC Brad Shuler, Elk Ridge, UT Brian Sica, Idaho Falls, ID Chris Straatman, New Holland, SD Bonnie Streeter, Whitefish, MT Brian Sullivan, Great Falls, MT Michael Telling, Boulder, MT Paul Tingler, Akron, OH Genevieve Walsh, Bozeman, MT Molly Ward, Bozeman, MT Amy Washtak, Bozeman, MT Deb Williams, Ames, IA Rick Wyman, Hardin, MT Betsy Youngman, Phoenix, AZ

2007 Serena Ayers, Springfield, NJ Jason Barr, Charlotte, FL Lindsay Bartolone, Chicago, IL Lesley Chappel Bunch, Palmer, AK Lisa Carpenter, Shepherd, MT Mark Calhoun, Tucson, AZ Jenifer Ceven, Avon, MA Tonya Chapweske, Miles City, MT Stacey Dobrosky Cool, Merced, CA Victor Dalla Betta, Kalispell, MT Bradley Deacon, Montoursville, PA Dale Dennler, Cresco, IA Bruce Dudek, Ashland, MT Brooke Durham, Reynoldsburg, OH Jane Fisher, Kingston, NY James Flora, Pleasant Hope, MO Jonathan Frostad, Olympia, WA Kimberley Garner, Anchorage, AK Jeffrey Gaston, Omaha, NE Jeff Grom, Belgrade, MT Angela Haas, Gardiner, MT Marie Akers Hamaker, Cincinnati, OH Lisa Hawkins, Taejon, South Korea Kelly Hayden, Bozeman, MT Shelia Higgins, Bentonville, AR Bernard Hoczur, Daytona Beach, FL Linda Jones, McLaughlin, SD Julianne Kent, Bradenton, FL Alexa Knight, Grants Pass, OR Karla Laubach, Kingston, WA Catherine Le, San Jose, CA Rebekah Levine, East Burke, VT Jean Lewis, Jackson, WY Cooper Mallozzi, Leadville, CO Jason Martin, Houston, TX Jeffery Moll, Haverhill, MA Michelle Marcil-Spicer, Houston, TX Stephanie Parker, Tucson, AZ Jacki Pealatere, Willits, CA Stuart Perez, Redfield, KS Lisa Pingrey, Custer, SD Cary Rosillo, Jupiter, FL Patrick Simmons, Chesterfield Cty, VA Michael Sitter, Polson, MT Brian Stiff, Billings, MT Rebecca Tolzman, Bozeman, MT Nina Tyree, Alexandria, VA Peggy Van Valkenburgh, Peterborough, NH Michelle Vitko, Norwich, CT Brynna Vogt, Craig, CO Christy Ware, Newtown Square, PA Sharon Welter, Golden Valley, MN Jenine Rued Winslow, San Diego, CA Emily Wrubel, Peterborough, NH

2008 Steven Alexander, Canton, NY Jenelle Bailey, Wenatchee, WA Marlessa Benson, Appleton, WI Jennifer Brashear, Brunswick, GA Matthew Bryant, Memphis, TN Christopher Carucci, Boston, MA Jennifer Crow, Mundelein, IL Deborah Dilloway, Fairway, KS Tracy Durish, Clarion, PA Andrew Gelman, Westbrook, ME John Getty, Bozeman, MT Molly Godar, Rochester, IL John Gordon, Weidman, MI Paul Halfpop, Hardin, MT Martin Hudson, Hannacroix, NY Jill Hughes-Koszarek, Hartland, WI Louise Jones, Naperville, IL Tim King, Glide, OR Jeffrey Klipstein, Estes Park, CO Sara Koffarnus, Westminster, CO Jonell Prather, Missoula, MT Charles Reade, Sacramento, CA Laura Ritter, Royal Oak, MI Franz Ruiz, El Cajon, CA Kristina Sappenfield, Eagle, CO Eric Sawtelle, Whitefish, MT Donald Selusnik, Delavan, WI Lisa Skilang. Marion, IA Linda Smith, Missoula, MT Kathryn Solberg, Sisseton, SD Jennifer Swan, Sherman Oaks, CA Angela Swanson, Rockford, IL Nathan Whelham, Bothell, WA Laura Wick, Palmer, AK Kathleen Woldtvedt, Cut Bank, MT Jaime Wolfe, Saginaw, MN Wendy Worrall, Abbotsford, BC June Wozny, Elkhorn, WI

2009 Phillip Ammann, Wilmot, SD Jenni Vee Andersen, Helena, MT John Bell, Bozeman, MT Callan Bentley, Annandale, VA Carolyn Clark Bielser, Dillon, MT Terry Carlsen, Walla Walla, WA Aimee J. Chlebnik, W. Yellowstone, MT Shelley Chrismon, Yoakum, TX Christopher Cimino, Citrus Heights, CA Brett Damerow, Hutchinson, MN Natalie L. Davis, Livingston, MT Meg DeAntoni, San Diego, CA Jenny Derks-Anderson, Eugene, OR Thelma Devlin, Dededo, Guam Lilliam Edmon, Kamuela, HI Richard Fillerup, Driggs, ID Thom Flinders, Holderness, NH Elizabeth Fracchia, Glen Falls, NY Doug Frost, Salem, NJ Stacie Fry, Bueno Aires, Argentina Victoria R. Ginsburg, Sandy, UT Rob Greenberg, Chapel Hill, SC Jenny S. Heckathorn, Valdez, AK Patti Jelinek, Memphis, TN Suzanna Johnson, Auburn, CA Carlie J. Jonas, Renton, WA Michael E. Joce III, Oak Bluffs, MA Leslie C. Karpiak, Des Plaines, IL Daneil Kinsey, Harlem, MT Ron Koczaja, Fairbanks, AK Lucy C. Karwoski Korpi, Holland, MI Anton Kortenkamp, Monticello, MN Thomas Kozikowski, Frostburg, MD Kelly Kramer, DeForest, WI Karen Kuchar, Naperville, IL Jason Laducer, Belcourt, ND Lon LaGrave, Baumholder, Germany Am L. Manhart, Jackson, WY Scott D. Masarik, Brussels, WI Jean Philip Mathot, Irvine, CA Rory Newcomb, Tallinn, Estonia Lacy Noble, Three Forks, MT Loralyn O’Kief, Valentine, NE Lua Olsen, Sao Paulo, Brazil Beth Peterson, Highland Park, IL Leslie Pierce, Barrow, AK Mike Plautz, Missoula, MT Ronald P. Ramsey, Sewanee, TN Julie Kallio Robison, Deerfield, MA Laurie K. Rugemer, Bozeman, MT Bruce Alexander Sinclair, Bermuda Todd M. Samson, East Helena, MT Cathy Stierman, Dubuque, IA Steve Sundberg, Moline, IL Nathan Talafuse, Billings, MT Lucinda Fisher Talsma, Sheldon, IA Howard Tenenbaum, La Jolla, CA Tana Verzuh, Durango, CO Joe Le Weaver, Marion, NC Patricia J. Weaver, Halifax, PA Lisa M. Weeks, Eagle Lake, FL Christine West, Haugan, MT Erin Wilson, Honolulu, HI Gail Whiteman, Bozeman, MT Joe Wright, Hollis, NH

SYMPOSIUM IN SCIENCE EDUCATION

Presenter Day Time Room Aimee Artigues Wed 12pm Reid 102 James Ausprey Wed 1pm Reid 101 Carol Baker Sat 1pm Reid 102 Cheryl Barrientos Tues 2pm Reid 102 Susan Barton Wed 9am Reid 101 Robert David Baughman Tues 9am Reid 101 Randall Berndt Tues 12pm Reid 101 Susan Berrend Thurs 9am Reid 102 Allen Bone Wed 12pm Reid 101 Christy Bone Wed 2pm Reid 103 Larene Bowen Fri 12pm Reid 101 Donna Brayfield Mon 1pm Reid 102 Linda Briggeman Wed 12pm Reid 103 Kelly Broderick Tues 10am Reid 101 Katherine Burke Wed 4pm Reid 101 Rebecca Burg Wed 2pm Reid 101 Kara Burrous Mon 4pm Reid 101 Anjali Chandran Sat 10am Reid 101 Erika Christianson Wed 2pm Reid 102 Jann Clouse Thurs 8am Reid 103 Stanley Covington Thurs 10am Reid 102 Michelle Cregger Fri 8am Reid 102 Carrie Dagg Wed 8am Reid 102 Quinn Dailey Mon 12pm Reid 101 Bonnie Daley Thurs 8am Reid 102 Ann Dannenburg Tues 4pm Reid 102 Tracy Dickerson Fri 11am Reid 101 Aaron Eling Thurs 2pm Reid 101 Stacey Ellis Wed 4pm Reid 103 Dawn Estrella Mon 8am Reid 102 Janet Fenker Wed 11am Reid 101 Devon Flamm Fri 2pm Reid 101 Michael Flamm Sat 9am Reid 102 Emily Ford Sat 9am Reid 101 Dennis Fulkerson Mon 2pm Reid 102 Cherri Gerber Mon 9am Reid 101 Tim Germeraad Fri 12pm Reid 102 Lisa Green Thurs 12pm Reid 102 Paula Groenveld Fri 9am Reid 102 Jean Hagler Tues 3pm Reid 102 Stephanie Hall Thurs 8am Reid 101 Lisa Hart Tues 3pm Reid 101 Amy Haverland Wed 10am Reid 102 Angie Hewitt Tues 8am Reid 101 Kathy Hirst Fri 9am Reid 103 Seth Hodges Fri 8am Reid 101 Miranda Hollow Thurs 12pm Reid 103 Katie Hubbell Mon 1pm Reid 101 Deb Hughes Sat 11am Reid 101 Cheryl Hugs Sat 2pm Reid 101

Presenter Day Time Room Dora Hugs Fri 10am Reid 101 Thomas Ippolito Thurs 3pm Reid 101 Cathy Jamison Fri 11am Reid 102 Sara Jay Mon 10am Reid 101 Maggie Kane Tues 1pm Reid 101 Pamela Kaatz Fri 1pm Reid 102 Renee Kelch Thurs 4pm Reid 103 Bonnie Keller Mon 11am Reid 101 Rose Kent Thurs 2pm Reid 102 Maya Lampic Thurs 11am Reid 102 Lorna Lange Mon 11am Reid 102 Erin Lynch Mon 3pm Reid 102 Mary Maier Wed 10am Reid 103 Patrice Malamis Tues 1pm Reid 102 Dan McGee Wed 9am Reid 102 Amanda McGill Thurs 10am Reid 103 Stuart Miles Mon 8am Reid 101 Tami Morrison Thurs 10am Reid 101 Mary Osman Thurs 1pm Reid 101 Gerald Ott Thurs 11am Reid 101 April Peterson Thurs 4pm Reid 102 Alfred Poirier Wed 10am Reid 101 Sarah Poletto Mon 2pm Reid 101 Anne Powers Thurs 12pm Reid 101 Page-Marie Price Thurs 2pm Reid 103 Holly Prull Fri 10am Reid 102 Tina Raeder van Stirum Wed 4pm Reid 102 Nancy Reid Tues 10am Reid 102 Jonathan Reveal Mon 9am Reid 102 Paul Robinson Fri 4pm Reid 101 Susan Rolke Wed 3pm Reid 101 Melinda Rothschild Fri 3pm Reid 102 Jeff Salter Tues 11am Reid 102 Scott Schaefer Wed 11am Reid 102 Michael Schoenborn Tues 2pm Reid 101 Catherine Schuck Wed 8am Reid 103 Debra Schwake Sat 8am Reid 101 Justin Smith Wed 3pm Reid 102 Karen Smith Sat 11am Reid 102 Nichole Spindler Fri 3pm Reid 101 Jennifer Stadum Thurs 1pm Reid 103 James Stuart Tues 4pm Reid 101 Bryna Thomson Wed 8am Reid 101 Bill Thornburgh Mon 10am Reid 102 Charlotte Waters Sat 12pm Reid 101 Michelle Weber Tues 11am Reid 101 Nancy Wells Wed 1pm Reid 102 Heide Westwood Thurs 4pm Reid 101 Sue White Thurs 3pm Reid 102 Deanna Zerbe Fri 11am Reid 103

Intercollege Programs for Science Education

401 Linfield Hall

Montana State University-Bozeman Bozeman, MT 59717-2805

www.montana.edu/msse