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
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