The Master of Science in Teaching (MST) is a 33 credit hour Master’s Degree program containing courses that integrate discipline-specific content and research-based instructional strategies. The overarching goal of this program is to improve the knowledge and skills of secondary mathematics and science teachers in order to improve the learning of their students. In addition to taking the specialized courses of the program focused on content and teaching and learning methods, MST students are required to conduct education research. Five of the required 31 hours are devoted to the completion of an education research thesis project.

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Theses/Dissertations from 2023

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An Investigation of the Instructional Norms of Mathematical Communication when Students Present Geometry Proofs at the Board, Bukola T. Ake

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Conceptualization and Perceptions of Student Preparedness in Quantitative Reasoning Among Introductory Biology Faculty, Ann Cleveland

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Horizon Content Knowledge and its Integration into Physics Education Research: Case Study Analysis on Physical Science and Physics Teachers, Trevor A. Robertson

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Calculus Students’ Conceptions of Integral and Volume in a Volumes of Revolution Task, Ian West

Theses/Dissertations from 2022

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Youth’s Expressions of Personal Significance in an Informal Learning Setting That Bridged STEM and Experiential Learning, Gabrielle A. Brodek

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Investigating Student Science Identity in a Middle School Social Studies Classroom, Hazel Cashman

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Middle School Science Teachers' Vulnerability in the Written Discourse of a Professional Learning Community, Eliza Jacobs

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Botanically Inclined: Elementary Students' Knowledge of Plant Structures and Their Functions Captured in Drawings, Emilie Oesterlin

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Investigating the Teaching and Assessment Experiences of Maine Secondary Science Teachers During the COVID-19 Lockdown, Anupam Raj

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Teacher Growth in Knowledge of Conservation of Energy and in Self-Efficacy, Paul H. Wilson

Theses/Dissertations from 2021

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A Case Study into Middle School Students' Conceptualizations of Motion and Interpretations of Negative Velocities, Peter A. Colesworthy

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The Impact of Project-Based Learning on Students in High School Chemistry in Rural Maine, Brianna DeGone

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Assessing the Effectiveness of a Tool for Classifying and Assessing Student Energy Diagrams in Pre- and Post-COVID-19 Instruction, Michael Dudley

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Investigating the Attitudes, Beliefs and Practices of High School Chemistry Teachers Regarding the Differentiation of Instruction, Anna Tyrina

Theses/Dissertations from 2020

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Understanding Social Factors in Small Group Work in Undergraduate Mathematics Classrooms, Jeremy R. Bernier

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Work at the Boundary: A Research-Practice Partnership to Integrate Computer Science into Middle School Science, Amelia R. Callahan

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Investigating Maine Secondary Science Teachers Conceptualization of Scientific Argumentation, Erin Doran

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How Students Communicate Knowledge: Written Versus Drawn Responses to Formative Assessment Questions in an Introductory Undergraduate Marine Science Course, Christina Siddons

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The Impact of Elementary Mathematics Coaches on Elementary Teachers' Attitudes Towards Teaching Mathematics, Samuel R. Ward

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Use of Statistics Boot Camps to Encourage Success of Students with Diverse Background Knowledge, Justin C. Willis

Theses/Dissertations from 2019

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Pre-service Elementary Teachers' Use of Spatial Diagrams: Investigations of Unbounded Shearing on Solid Figures, Camden G. Bock

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Investigation of Student Understanding of Implicit Differentiation, Connor Chu

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Teacher Professional Development Using Iterative Inquiry-Based Chemistry Workshop, Clint Eaton

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Assessing Quantitative Reasoning in a Ninth Grade Science Class Using Interdisciplinary Data Story Assignments, Bryn W. Keenhold

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The High School to First-Year College Instructional Transition: An Investigation of the Predictions and Perceptions of STEM Students, Emma Toth

Theses/Dissertations from 2018

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Assessing Student Understanding of Reasoning using Argument-based Contrast Matrices, Ethan Geheb

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A Granular Account of Student's Understanding Reasoning within an Everyday and Scientific Contexts, Grace M. Gonnella

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Echoes of the Past: The Effect of Background Experience on Far Transfer, Graham H. Hummel-Hall

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Teachers' Professional Knowledge and Formative Assessment Practices: An Empirical Study from Middle School Earth Science Instruction in the Context of an Education Improvement Community, Laura Millay

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Understanding Student Development Of Science Literacy Skills in an Undergraduate Environmental Science Course, Molly Picillo

Theses/Dissertations from 2017

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What Types of Instructional Shifts do Students Experience? Investigating Active Learning in STEM Classes across Key Transition Points from Middle School to the University Level, Kenneth Akiha

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Examining Student Ability to Follow and Interact with Qualitative Inferential Reasoning Chains, William N. Ferm Jr.

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Contrast Dependent Knowledge Development in Contrast Supported Scientific Observation, Maura B. Foley

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Investigating the Assessment of Abstraction as a Key Component of the Nature of Models, Derek C. LaBarron Mr.

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Investigating Student Mental Models at the Intersection of Mathematics and Physical Reasoning in Physics, Savannah E. Lodge-Scharff

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Assessing Students' Understanding of Variability and Graph Interpretation Through an Authentic Science Investigation, William M. Schlager

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Development of an Active-Learning Lesson that Targets Student Understanding of Population Growth in Ecology, Elizabeth Trenckmann

Theses/Dissertations from 2016

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Inconsistent Conceptions of Acceleration Contributing to Formative Assessment Limitations, Gregory D. Kranich

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A Campus-wide Investigation of University-level Science, Technology, Engineering, and Mathematics Instruction: The Status of Clicker Use and Peer Discussion, Justin D. Lewin

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Discussion in Middle and High School Earth Science Classrooms and Its Impact on Students' Abilities to Construct Evidence-Based Arguments in Their Written Work, Rachel Martin

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Calculus Students' Reasoning About Slope and Derivative as Rates of Change, Jennifer G. Tyne

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Evaluation of the Collaborative Design Process and Classroom Implementation of a Place-Relevant Lesson in Ninth Grade Earth Science Classrooms, Marina Van der Eb

Theses/Dissertations from 2015

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College Student Difficulties with Applied Optimization Problems in Introductory Calculus, Sundance James Campbell

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Calculus Students' Understanding of Logical Implication and its Relationship to their Understanding of Calculus Theorems, Joshua Case

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Analysis of Struggling Student Performance in Response to Academic Intervention, Jonathan E. Dumont

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Thinking Beyond the Fried Egg Model: How Accurately Do Students Perceive Cells in a Living Context?, Milissa Knox

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Investigating Teachers' Content Knowledge and Pedogogical Content Knowledge in a Middle School Physical Science Curriculum on Force and Motion, Daniel Patrick Laverty

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Cross-Sectional Assessment of Student Content Knowledge in an Undergraduate Marine Science Program, Ryan A. Weatherbee

Theses/Dissertations from 2014

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Reaching Struggling Introductory Biology Students with a Targeted Peer Tutoring Program, Zachary Batz

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University Students' Graph Interpretation and Comprehension Abilities, Daniel Bragdon

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Correlations Between Students' Multiple Ways of Thinking About the Derivative and their Abilities to Solve Applied Derivative Problems, Shahram Shawn Firouzian

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Proof Conceptions of College Calculus Students, Jon Janelle

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Using Personal Response Devices as a Method to Study Visitor Experience at Informal Science Learning Environments, Kendra J. Michaud

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Paying Attention to Theory in Science Classroom Argumentation, Kalee Reid Gwarjanski

Theses/Dissertations from 2013

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Investigating physics students' simultaneous use of gestures & speech to describe multiple quantities of a vertically-tossed ball, Evan Chase

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Students' Understanding of Recursion: When Do They Use It and Why?, Adi Levy Conlogue

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An Assessment of Ninth Graders' Use of Graphs and Explanations to Communicate Scientific Ideas, Mary Jean Jones

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Correlations Between Students Performance on Assessments and Teachers' Knowledge of Students and Energy, Levi Lucy

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Student Understanding of Cardiovascular Physiology: The Relationship Between Pressure, Flow, and Resistance, Nitisha L. Mitchell

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College students' understanding of geometric transformations, Sarah Rizzo

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Assessing and enhancing student understanding of carbon cycling in organisms, Kara M. Soule

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Teachers' Understandings of Inquiry and Reported Use of Scientific Practices: A Survey of NTSA Conference Attendees, Ashley M. Young

Theses/Dissertations from 2012

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Student Understanding of Definite Integrals with Relevance to Physics Using Graphical Representations, Rabindra R. Bajracharya

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The Astrobiology Project: Effects on Students' Science Aspirations and Achievement, and an Analysis of Self-Handicapping Behavior, Elizabeth Burroughs

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Calculus Students' Understanding of Area and Volume in Non-calculus Contexts, Allison J. Dorko

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A Phenomenological Approach to Understanding the Role of Bodily Activity in Chemical Imagining, Virginia J. Flood

Theses/Dissertations from 2011

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Assessing Middle and High School Students' Conceptual Understanding about Photosynthesis, Katie J. Clegg

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College Chemistry Students Understanding and Application of the Relationship between Algebra and Stoichiometry, Maggie Hutchinson

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Answer-Seeking and Idea-Constructing During Collaborative Active-Learning Activities in a Physics Laboratory, Casey E. Murphy

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Students' Qualitative Understanding of the Relationship between the Graph of a Function and the Graphs of Its Derivatives, John R. Stahley

Theses/Dissertations from 2010

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Procedural Skills — The Missing Link in Ninth Graders' Comprehension of Geography's Influence on Climate, Erik Krentel daSilva

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Language and Area: Influences on Student Understanding of Integration, William Lloyd Hall

Theses/Dissertations from 2009

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Comparing the Effectiveness of Three Unique Research Based Tutorials for Introducing Newton's Second Law, Mindi Kvaal Anderson

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Investigation into the Effectiveness of an Inquiry-Based Curriculum in an Introductory Biology Laboratory, Molly Ann Harris

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A Qualitative Analysis of Student Behavior and Language During Group Problem Solving, Kate Hayes

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Student Understanding of Error and Variability in Primary Science Communication, Megan McOsker

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Assessing Impacts of the Aquatic Invaders in Maine (AIM) Workshop on Inquiry Pedagogy and Student Learning, Danielle Miniutti

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Understanding the Greenhouse Effect Using a Computer Model, Lisa Schultz

Theses/Dissertations from 2008

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Students' Understanding of Deriving Properties of a Function's Graph from the Sign Chart of the First Derivative, Karen Diane Abbey

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The Reliability of the Force and Motion Conceptual Evaluation, Glen Davenport

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Comparing Student Performance on Isomorphic Math and Physics Vector Representations, Joel Van Deventer

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An Investigation into the Effectiveness of Web-Based College Algebra in Conceptual and Procedural Mathematics Knowledge, Ashley A. Graves

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Student Understanding of Groundwater Concepts in Two Undergraduate Geology Courses, Danielle M. Martin

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The Effects of Reasoning about Vector Components on Student Understanding of Two-Dimensional Acceleration, Bhupendra Singh Nagpure

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Attitude and Learning at Upward Bound in the Field of Statistics, Adam Zukowski

Theses/Dissertations from 2007

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Students' Epistemological Beliefs of Mathematics When Taught Using Traditional Versus Reform Curricula in Rural Maine High Schools, Glenn T. Colby

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Identifying Student Concepts of Gravity, Roger Eastman Feeley

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An Analysis of Variable Misconceptions before and after Various Collegiate Level Mathematics Courses, Zachary Scott McIntyre

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A Comparative Study of How High School Students Understand Stem Cells, Jonathan Christian Rabe Moyer

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Understanding Weather: Phase Changes of Water in the Atmosphere, Elliot D. Rappaport

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Evaluating Factors Contributing to Engineering Technology Students' Introductory Physics Experience, Daniel A. Reed

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Comparing the Effectiveness of Research-based Curricula for Teaching Introductory Mechanics, Trevor I. Smith

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Using Online Data to Teach Science Skills to Middle School Students, Medea Hoeschen Steinman

Theses/Dissertations from 2006

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The Effects of Implementing an Interactive Student Response System in a College Algebra Classroom, Dina L. Blodgett

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Measuring Student Understanding of Density, with Geological Applications, Emily L. Klingler

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An Investigation into the Change in the Van Hiele Levels of Understanding Geometry of Pre-service Elementary and Secondary Mathematics Teachers, Kathleen Chesley Knight

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Using Analogical Models in Undergraduate Chemistry Laboratory Courses to Improve Student Understanding of Beer's Law, Matthew Leland

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Effect of a Concentrated In-service Elementary Teacher Force and Motion Workshop, David Nelson

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An Investigation of the Effectiveness of Physics First in Maine, Michael James O'Brien

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Roles of Students and Instructors in a Pilot Computer-based College Algebra Course, Karen Hope Snyder