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

Uncovering High School Students’ Initial

Understanding and Beliefs about the Nature of Science Prior to Studying Variable

StarsPresented at the AAVSO Spring Meeting

Rockford, IllinoisMay 5th, 2006

Pebble Richwine, James Bedient, and Dr. Timothy F. Slater

Challenges in Science Education

• STEM

• NOS is under attack

• Reform efforts

• Can the AAVSO Help?

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.

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

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

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

Treatment

In the Hunt for Variable Stars

http://www.astrometrica.at/

Astrometrica

http://www.nrao.edu/software/fitsview/

Fitsview

School site license 129.00 teachers' price (with site license) 35.00 students' price (with site license) 20.00 Individual's price 89.00

Michael Newberry, PhD, President Mirametrics, Inc. [email protected] http://www.mirametrics.com/

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

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

Descriptive Statistics

108 1 5 2.71 .938

105 1 5 2.69 1.041

108 1 5 2.76 .936

107 1 5 2.35 1.174

106 1 5 3.19 1.172

104 1 5 2.77 1.081

106 1 5 3.04 1.004

108 1 5 3.16 .987

108 1 5 2.81 1.161

105 1 5 3.10 1.079

107 1 5 3.10 1.036

106 1 5 3.10 .872

105 1 5 2.90 1.117

108 1 5 3.08 1.086

106 1 5 3.04 1.077

107 1 5 3.02 .990

107 1 5 3.42 1.028

106 1 5 3.30 .968

107 1 5 3.49 1.040

107 1 5 2.71 1.190

104 1 5 2.29 1.196

106 1 5 2.95 .999

102 1 5 2.95 .937

103 1 5 2.75 1.055

105 1 5 2.37 1.162

107 1 5 2.85 1.071

106 1 5 3.05 1.099

93 1 5 3.67 1.164

90 1 5 3.27 .934

91 1 5 3.20 1.108

91 1 5 3.05 1.242

91 1 5 3.16 1.213

70

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Valid N (listwise)

N Minimum Maximum Mean Std. Deviation

17. Astronomy involves memorizing a massive collection of facts.

n(107) 3.42 1.028

1 2 3 4 5

18. Astronomy is a complicated subject.

n(106) 3.30 0.968

1 2 3 4 5

19. I can learn astronomy.

n(107) 3.49 1.040

1 2 3 4 5

21. I am scared of astronomy.

n(104) 2.29 1.196

1 2 3 4 5

22. Scientific conclusions aren’t presented in everyday life very often. 1 2 3 4 5

23. Scientific concepts are easy to understand. 1 2 3 4 5

24. Science is not useful for most high pay jobs. 1 2 3 4 5

25. The thought of taking a science course in high school scares me. n(105) 2.37 1.162

1 2 3 4 5

Results Quantitative

    Question #1: What is science?                

Stu

dy o

f the e

arth

Ch

em

istry

Astro

nom

y

An

imals b

iolo

gy

like

NA

TU

RE o

r en

viro

nm

en

t

Every

thin

g

I don

't know

RRG

101

The study of earth. And the study of the earth and astronomy, probably. And just the minerals and chemicals X X X          

RRB

102 I don't know               X

RRG

105 Science is the study of life on earth X              

RRB

133 It is about the environment           X    

RRG

377B

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     X x X  

RRB

107

Uhh, is the study of like earth and like you know, animals and chemistry and biology. Just roughly X X   x X      

RRG

188

That's good question. I think its something that has to do with the earth. So like ahh. X              

RRG

177

Well to me it is like, probably has to do with nature and I mean the stars and everything         X x X  

RRB

302

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

A= 3 3%

B=52 49%

C=13 12%

D=31 29%

NA= 8 7%

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

Inferences

•Misconceptions and presuppositions

•NOS

•Inquiry in the Classroom

•Science Education Reform

Where Do I Go From Here?

• Written Comprehensive Exam Starts May 15th, 2006• Case Study Closure: May 20th, 2006• Summer 2006 Data Analysis• August 2006 Oral Comprehensive

Exam• April 2006 Defense (hint: Pebble needs a job!)

• Work with Kevin Lee

Where Do I Go From Here?

• Written Comprehensive Exam Starts May 15th, 2006• Case Study Closure: May 20th, 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!

Nebraska Astronomy Applet Project

http://astro.unl.edu/naap/splash/

Uncovering High School Students’ Initial Understanding and Beliefs about the Nature of

Science Prior to Studying Variable Stars