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Uncovering High School Students Initial Understanding and Beliefs about the Nature of Science Prior to Studying Variable Stars Presented at the AAVSO Spring.

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Presentation on theme: "Uncovering High School Students Initial Understanding and Beliefs about the Nature of Science Prior to Studying Variable Stars Presented at the AAVSO Spring."— Presentation transcript:

1 Uncovering High School Students Initial Understanding and Beliefs about the Nature of Science Prior to Studying Variable Stars Presented at the AAVSO Spring Meeting Rockford, Illinois May 5 th, 2006 Pebble Richwine, James Bedient, and Dr. Timothy F. Slater

2 Challenges in Science Education STEM NOS is under attack Reform efforts Can the AAVSO Help?

3 Research Questions What impact does participating in an authentic inquiry research experience have on students attitudes and beliefs towards the nature of science? What impact does participating in an authentic inquiry research experience have on students understanding of variable stars? It is hypothesized that there would be no significant difference in students attitudes and beliefs towards the Nature of Science due to participation in an authentic inquiry research experience. It is hypothesized that there would be no significant difference in students understanding of variable stars after participating in an authentic inquiry research experience.

4 Research Questions What impact does participating in an authentic inquiry research experience have on students attitudes and beliefs towards the nature of science? What impact does participating in an authentic inquiry research experience have on students understanding of variable stars? It is hypothesized that there would be no significant difference in students attitudes and beliefs towards the Nature of Science due to participation in an authentic inquiry research experience. It is hypothesized that there would be no significant difference in students understanding of variable stars after participating in an authentic inquiry research experience. Baseline Data

5 Integrated Science 81 Students in General Class –91% Hispanic, Mexican, or Latino –45% Female –16-18 age range 59 Students in Advanced Integrated Science –93% Hispanic, Mexican, or Latino –68% Female –14-18 age range

6 Methodology Mixed Method Approach –Quantitative Nature of Science Survey Frequency/Thematic responses to open-ended survey –Qualitative Open-ended survey responses Semi-structured Interviews Student Artifacts Videotaped Classroom Activities

7 Treatment In the Hunt for Variable Stars

8 Astrometrica

9 Fitsview

10 School site license teachers' price (with site license) students' price (with site license) Individual's price Michael Newberry, PhD, President Mirametrics, Inc.

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14 In the Hunt For Variable Stars Manual ACTIVITIES Fitsview Star Hopping Astrometrica Julian Dates Data Management Mira Software Graphing in Excel Using Internet Databases FTP Download FTP Stardial Submitting Data APPENDIX Image Key to Vizier Activity Making Observation (AAVSO) About Variable Stars (AAVSO) Julian Date (AAVSO) Variable Star Resources (AAVSO) Table of Variables Table of Comparison Stars Correlation to National Standards Correlation to Benchmarks

15 In the Hunt For Variable Stars Manual ACTIVITIES Fitsview Star Hopping Astrometrica Julian Dates Data Management Mira Software Graphing in Excel Using Internet Databases FTP Download FTP Stardial Submitting Data APPENDIX Image Key to Vizier Activity Making Observation (AAVSO) About Variable Stars (AAVSO) Julian Date (AAVSO) Variable Star Resources (AAVSO) Table of Variables Table of Comparison Stars Correlation to National Standards Correlation to Benchmarks

16 17. Astronomy involves memorizing a massive collection of facts. n(107) Astronomy is a complicated subject. n(106) I can learn astronomy. n(107) I am scared of astronomy. n(104) Scientific conclusions arent presented in everyday life very often Scientific concepts are easy to understand Science is not useful for most high pay jobs The thought of taking a science course in high school scares me. n(105) Results Quantitative

17 Question #1: What is science? Study of the earth Chemistry Astronomy Animals biology like NATURE or environme nt Everything I don't know RRGRRG101 The study of earth. And the study of the earth and astronomy, probably. And just the minerals and chemicals XXX RRBRRB102I don't know X RRGRRG105Science is the study of life on earth X RRBRRB133It is about the environment X RRGRRG 377 B Science doesn't have ahh a correct answer um more like math. I think there is only one answer, but you can find out more answers and stuff like. The study of nature. Umm chemicals and X XxX RRBRRB107 Uhh, is the study of like earth and like you know, animals and chemistry and biology. Just roughly XX xX RRGRRG188 That's good question. I think its something that has to do with the earth. So like ahh. X RRGRRG177 Well to me it is like, probably has to do with nature and I mean the stars and everything XxX RRBRRB302 It's the study of like ahh. The different living and nonliving things like around the world and in the universe X X Results Qualitative

18 A= 33% B=5249% C=1312% D=3129% NA= 87% n= 107 A because I just guessed B because it gets brighter not lighter B because the brightness of the star represents the age B I think it's graph B because it shows the line going up and the line can represent the brightness of a star. B this one would be more accurate because it never declines. It always rises so therefore the star is becoming brighter. All the other graphs decline there fore the star will get dim D cuz it might get brighter or dim during time D, because it's like if there is time in graph and it has the change in the lines D I don't know The letter d because explain when the star is brightness and when not D this one because it soars once in a while D because if it were a week at night it would be getting brighter and then as sun comes up the stars will get dimmer

19 Inferences Misconceptions and presuppositions NOS Inquiry in the Classroom Science Education Reform

20 Where Do I Go From Here? Written Comprehensive Exam Starts May 15 th, 2006 Case Study Closure: May 20 th, 2006 Summer 2006 Data Analysis August 2006 Oral Comprehensive Exam April 2006 Defense (hint: Pebble needs a job!) Work with Kevin Lee

21 Where Do I Go From Here? Written Comprehensive Exam Starts May 15 th, 2006 Case Study Closure: May 20 th, 2006 Summer 2006 Data Analysis August 2006 Oral Comprehensive Exam April 2006 Defense (hint: Pebble needs a job!) Work with Kevin Lee Pebble Needs A Job!

22 Nebraska Astronomy Applet Project

23 Uncovering High School Students Initial Understanding and Beliefs about the Nature of Science Prior to Studying Variable Stars


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