Nathan Shock Conference 2007

7/30/2019 Nathan Shock Conference 2007

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Positively Aging

Maintaining Mobility across the LifespanUniversity of Texas Health Science Center at San Antonio

Michael J. Lichtenstein, Principal InvestigatorCarolyn Marshall, Project Director

Steve Owen, StatisticianLinda Pruski, Education Specialist

MaryAnne Toepperwein, Education SpecialistOlivia Lemelle, Graphic Designer

Yan Liu, Programmer Analyst

Cheryl Blalock, Research AssociateKandi Grimes, Project Administrator

http://teachhealthk-12.uthscsa.edu

R25-RR-18549

Nathan Shock Conference on Aging 2007
http://teachhealthk-12.uthscsa.edu/http://teachhealthk-12.uthscsa.edu/http://teachhealthk-12.uthscsa.edu/http://teachhealthk-12.uthscsa.edu/


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Abstract

The Positively Aging program partners UTHSCSA researchers, healthprofessionals, and Bexar County teachers to create, disseminate, and evaluatemultidisciplinary health science curricular materials. Six units reflect theMaintaining Mobility theme. During the 2003-2007 school years, tests werecollected for 15 classroom activities from 2,270 students (testing interval pre topost ranging 1-2 weeks). Scores showed statistically significant improvement,but results were variable; however, only the Granny on the Ramp activity wasused in a control-intervention environment (N=99 high school students). Dataresults were modest. The intervention group (N=32) improved correct responses

by 3% (40% to 43%); control group (instruction as usual) decreased by 7% (39% to32%) (p < .01). Limitations to developing and using pre- and posttests include ouritem-writing abilities; variability in student skill levels; and differences in lessondelivery by teachers.

Searching other evaluation tools resulted in our comprehensive review of 66science attitude instruments published in 150 peer-reviewed articles. Theoreticalbase, reliability and validity evidence, dimensionality, and development and usewere examined showing that most needed new psychometric validation. They

lacked validity evidence, were poorly conducted or described, did not addressmissing data issues, had limited use, and were not generalizable. Possible rangescore was 0-28 (mean and median 9.5). 58% scored 10 or lower; only two scored20+. During the review, the Draw-a-Scientist Test and five scales were studied.Logistic regressions suggested fewer subscales than instrument authorsindicated and that scales should be shortened. Three scales demonstratedpossible usefulness in reduced forms. Drawings are probably useful forinstruction and discussion, but not appropriate stand-alone measures ofeffectiveness of science curriculum.



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Positively Aging


Partnering UTHSCSA researchers, Metro Healthprofessionals, UTSA educators, and teachers from nine local

school districts to create innovative, multidisciplinaryhealth science curricular materials disseminated on the

local, national, and international levels via classrooms,presentations, workshops, and the project website.


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Positively Aging


Goals-Create new instructional materials from gerontological

researched related to mobility and obesity that teachesstudents mathematical and scientific concepts ofinterdependence of systems and forces and motion.

-Develop a cohesive set of evaluation strategies todetermine whether the materials improve knowledge

and skills specific to educational standards andattitudes toward science.

-Disseminate the new materials through the Internet,presentations at scientific and educational venues, andteacher workshops.


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Positively Aging


UnitsBittersweet:Diabetes & Aging

7 Lessons

24 Activities

Diabetes prevention, onset,care, and complications

MoBility:Movementby the Numbers

4 Lessons12 Activities

Physics principles, assessmentand measurement of movement(stride, gait, balance, sway)

Corpulosity:A Look at Obesity


Body fat distribution, body fatmeasurement, energy balance

Inflamm-O-Wars:CV Health


Development, progression,regression of atherosclerosis

Pulmo-Park:Pulmonary Health


Obstructive/Restrictive lungdisorders, effects on cognition

Discrepant Design:

Levers in the Body

3 Lessons

7 Activities

Bone, muscle, and joint

function


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Teacher Workshops

Walking the circulation system.

Learning about atherosclerosis

using the Dire Progress cards.


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Deanna volunteers in Dr. Fogt's

Lab at UTSA. Her body

composition is measured in the

hydrodensitometry tank.

Playing the Inflamm-O-Wars game

Jo and Leigh lead the Denso Man

activity at a teacher workshop.


8/36Teacher Workshops

Pom Pom Shooter Activity

Paper Lung Dissection


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Activity: Granny on the Ramp

Activity Description:

Make observations of physics concepts (rise, run,

slope, velocity, force, mass, acceleration) withhands-on experiences.

Describe the Americans with Disabilities Act(ADA) guidelines for ramps.

Activity implementedOctober 2006

99 IPC students tookpre and post tests

Positively Aging

Curriculum Evaluation


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Curriculum Evaluation

Granny on the Ramp Activity

Mean Score ChangePre to Post

N Mean Std. Dev.

Intervention 32 3.5 13.1

Control 67 -5.9 17.3

t=2.730; df=97; p


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Comprehensive review of peer-reviewed literature, 1935-2005

150 articles; 66 instruments

Abstraction and scoring rubricdeveloped to evaluate reliability

and validity of each

Attitude Instruments

Positively Aging



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Scoring Rubric

Positively Aging


Theoretical Background 0-3

Reliability 0-9

Validity 0-9

Dimensionality 0-6

Development & Usage 0-1

Total Possible Score 0-28


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Categories of Instruments

Positively Aging


Attitudes Toward Science

Science is fascinating and fun Scientific Attitudes

I like to listen to people whose opinions are differentfrom mine

Nature of Science The essential test of a scientific theory is its use in

predicting future events

Scientific Career Interests I would like to work with other scientists to solve

scientific problems


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Rubric Scores

Positively Aging


0

5

10

15

20

25

Attitudes

Toward

Science (20

instruments)

Scientific

Attitudes (4

instruments)

Nature of

Science (5

instruments)

Other (3

instruments)

Multiple

Categories

(32

instruments)

Category

RubricScore


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Methodologic Concerns

Positively Aging


Absence of reliability and validity

evidence

Overall poor quality of studies

Nearly universal disregard for missing

data Dominance of instruments used in a

single study


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Piloted Instruments

Positively Aging


Science Attitude InventoryRevision

SAI-2; Moore, 1997

Image of Science & Scientists Scale ISSS; Krajkovich, 1982

Simpson/Troost Attitude Questionnaire STAQ; Simpson & Troost, 1982

Women in Science Scale WiSS; Erb & Smith, 1984

Test of Science Related Attitudes TOSRA; Fraser, 1978, 1981

Draw-a-Scientist Test DAST; Chambers, 1983


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Scientific Attitude InventoryRevision

(Moore, 1997)

40 items; 5 ptLikert scale;proposed 12subscales

Moores field test:557 students,grades 6, 9, 12

Our Data: 543

students, grades 6,7, 9; EFA revealed3 subscalescontaining 27items with poor fit


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Image of Science & Scientists Scale(Krajkovich, 1982)

29 items; 6 pt

Likert scale;

proposed 1 scale

Krajkovichs fieldtest: 388 students,

grades 7-12

Our Data: 531

students, grades 6-

8; EFA revealed 3

subscales; 17 items


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Simpson/Troost AttitudeQuestionnaire (1982)

60 items; 5 pt

Likert scale; 10

subscales

Simpson andTroost field test:

4508 students,

grades 6-10

Our Data: 1973

students, grades 6-

10; EFA/CFA 3

subscales; 16 items


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Women in Science Scale(Erb & Smith, 1984)

27 items; 6 pt

Likert scale; 3

subscales

Erb & Smith fieldtest: 1224 students,

ages 10-16

Our Data: 1439

students, grades 6-

9; EFA/CFA

revealed 2

subscales; 14 items


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Test of Science Related Attitudes(Fraser, 1978, 1981)

70 items; 5 pt

Likert scale; 10

subscales

Fraser field test:

1337 Australian

students, grades

7-10

Our Data: 1311

students, grades

6-10

Preliminary

CFA findings

do not support

10 sub-scale

design

EFA underway


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Conclusions

Positively Aging


Overall, most scales should be reduced in numbers of

items make each scale more useful for classrooms.Needs evaluation of revisions.

SAI-II cannot be recommended for further use

Number of subscales and items can be reduced in theISSS, STAQ & WiSS. Reduction in numbers of items

make each scale more useful for classrooms Shorter administration time

Fewer missing data

Need evaluation of shortened revisions

Dominance of instruments used in a single study


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Images of Scientists

Draw a Scientist Test(DAST)

Chambers, 1983

Extracted key indicators

Draw a Scientist TestChecklist (DAST-C)

Finson, Beaver,Cramond, 1995

Checklist for evaluatingdrawings

Our Data2525students, grades 6, 7, 8,

9, 10

Student caption: A scientistlooks like a smart person that is

busy. All they do is work. They

work at science laboratories.

They study aliens and other

chemicals to make stuff and they

are very old, like 50 years old.


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D.A.S.T.

POST: Student caption:The scientist looks like aregular person and doesnt really look like a scientistjust like a normal person. He is working on anexperiment. He works in a giant building with otherscientists. He studies all kinds of experiments on DNA,dinosaurs, medicines, computers, machines, and other

chemical projects. He is ~32 years old.

From earlyshort termpilot use, wethought it

might be ausefuloutcomemeasure.


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TEI Modified DASTAdded frame and instructions:Draw a picture of a scientists. Make the very

best picture you can. Be sure to draw the whole

figure, not just the head and shoulders. Includethe scientist in a setting of your choice. Answer

the following questions about your drawing.

What is the age of this scientist?

What is the scientist doing?

What is the scientist feeling?

What is the scientist thinking?


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Images of ScientistsTEI Modified DAST-C

Drawing elements:

Complete/Incomplete

Colored/Uncolored

Stick Figure/Detailed figure

Number of figures

Gender of figureRace/Ethnicity of figure

Setting in which figure was drawn

Specific age of figuredefined middle age/elderly as 30+

Checklist elements:

Added Working Outdoors or Undetermined Setting toFinsons Working Indoors

Added a space to record students written responses to the questionsappearing on the drawing page

Scored same as Finsonupper subscore 7; lower subscore 8; totalscore 15


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Draw a Scientist Test (DAST)Chambers, 1983

1. Lab Coat

2. Eyeglasses3. Facial Hair

4. Symbols of Research

5. Symbols of Knowledge6. Technology

7. Relevant Captions


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Draw a Scientist Test Checklist(DAST-C) 1995

1. Male Gender

2. Caucasian3. Indications of Danger

4. Presence of Light Bulbs

5. Mythic Stereotypes6. Indications of Secrecy

7. Scientist Doing Work Indoors

8. Middle Aged or Elderly Scientist


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Draw a Scientist Test

Total Score Distribution

Total Possible Score 0-14; N=2525; Mean=4.3; Median=4; SD=1.8

29

106

211

442

534

463

319

191

69

225 1

0

100

200

300

400

500

600

0 1 2 3 4 5 6 7 8 9 10 11

Total Score

NumberofDrawin

gs


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Gender Differences in Drawings

Girls draw female scientistsBoys draw male scientists with facial hair using

technology in dangerous situations

Note. Drawing by a seventh grade girl.

Age of Scientist: 20 yearsDoing: She is experimenting in college.

Feeling: Happy

Thinking: She is thinking that she is going to

pass the exam.

Note. Drawing made by a ninth grade boy.

Age of Scientists: 34 yearsDoing: Hes building a machine that will change the

earths weather which will destroy the world.

Feeling: Sad, anger

Thinking: He will have control of the world.


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Draw a Scientist TestComparison of scientist drawing attributes by gender

Note. P-values based on Chi Square test. 2 (Cramrs phi-squared) is an effect size representing the

common variation in frequencies among the cells. Girls=1266; Boys=1126

Stereotypic element Girls Boys p 2

Upper score Lab coat 47.1% 44.5% .206


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Draw a Scientist TestMultinomial logistic regression results for DAST drawings by gender

Stereotypic element Wald S.E. Oddsratio

95%

Confidenceinterval

Upper score Lab coat 1.08 .09 .90 .75, 1.09

Eyeglasses 3.10 .10 .83 .68, 1.01

Facial hair 4.91 .14 1.37 * 1.04, 1.80

Symbols of research 1.89 .14 1.21 .92, 1.59

Symbols of knowledge 1.23 .11 .89 .71, 1.09

Technology 16.02 .24 2.59 ** 1.63, 4.15

Relevant captions 15.14 .14 .59 ** .46, .77

Lower score Male scientist 250.89 .12 6.87 ** 5.41, 8.72

Danger 33.40 .17 2.65 ** 1.90, 3.68

Light bulb .55 .42 .73 .32, 1.67

Mythic stereotype .09 .19 1.06 .72, 1.56

Secrecy .20 .51 1.26 .46, 3.42

Indoors 21.19 .13 .56 ** .44, .72

Middle aged/elderly 3.40 .09 1.19 .99, 1.43

Note. *p


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Gender of Figures by Gender of Students

p


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Draw a Scientist TestNon-repeatable & Repeatable Drawings

From 7

th

grade boy; representative of repeatable drawings .

From a 7th grade girl; representative of non-repeatable drawings.


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Ages of Figures

Range=1-10,000; Mean=89; Median=30; N=2417; Missing=108

13%

66%

13%

6%

2%

0%

10%

20%

30%

40%

50%

60%

70%

1-20 21-40 41-60 61-100 >100

Age of Figures

Percen

t


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Positively Aging


Funding for this research from theNational Institutes of Health

R25-RR-18549 NCRR

Science Education Partnership Award

http://teachhealthk-12.uthscsa.edu

R25-RR-18549

http://teachhealthk-12.uthscsa.edu/http://teachhealthk-12.uthscsa.edu/http://teachhealthk-12.uthscsa.edu/http://teachhealthk-12.uthscsa.edu/

Nathan Shock Conference 2007

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