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 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?
Baseline Data
• 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.
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
Astrometrica
http://www.astrometrica.at/
Fitsview
http://www.nrao.edu/software/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.
mnewberry@mirametrics.com
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
17.21.
22.
18.
23.
N
Minimum
Maximum
Mean
pre1
108
1
5
2.71
pre2
105
1
5
2.69
pre3
108
1
5
2.76
pre4
107
1
5
2.35
pre5
106
1
5
3.19
pre6
104
1
5
2.77
pre7
106
1
5
3.04
pre8
108
1
5
3.16
pre9
108
1
5
2.81
Scientific conclusions
in everyday
life very 5often. 3.10
pre10 aren’t presented
105
1
pre11
107
1
5
3.10
pre12
106
1
5
3.10
pre13
105
1
5
2.90
pre14
108
1
5
3.08
pre15
106
1
5
3.04
Scientific concepts
are easy to understand.
pre16
107
1
5
3.02
pre17
107
1
5
3.42
pre18
106
1
5
3.30
pre19
107
1
5
3.49
pre20
107
1
5
2.71
Science is not useful for most high pay jobs.
pre21
104
1
5
2.29
pre22
106
1
5
2.95
pre23
102
1
5
2.95
pre24
103
1
5
2.75
pre25
105
1
5
2.37
pre26
107
1
5
2.85
pre27
106
1
5
3.05
pre28
93
1
5
3.67
pre29
90
1
5
3.27
pre30
91
1
5
3.20
pre31
91
1
5
3.05
pre32
91
1
5
3.16
Valid N (lis twis e)
70
Astronomy
I am scared
involves
of astronomy.
memorizing a massive collection of facts.
n(104)
n(107)
25.
1.196
1.028
Astronomy is a complicated subject.
n(106)
19.
24.
2.29
3.42
3.30
0.968
I can learn astronomy.
The thought of taking
a science course 1.040
in high school scares me.
n(107)
3.49
n(105)
2.37
1.162
Std. Deviation
.938
1.041
.936
1.174
1.172
1.081
1.004
.987
1.161
1.079
1.036
.872
1.117
1.086
1.077
.990
1.028
.968
1.040
1.190
1.196
.999
.937
1.055
1.162
1.071
1.099
1.164
.934
1.108
1.242
1.213
Results Quantitative
1 12 23 43 54 5
1
2
3
4
5
4
5
4
5
1 2 3 4 5
1
2
3
1 2 3 4 5
1
2
3
1 2 3 4 5
Question #1: What is science?
I don't know
X
RR
G 105
RRB
133
RR
G377B
RRB
Science is the study of life on earth
X
It is about the environment
X
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
Uhh, is the study of like earth and like you know, animals and chemistry and biology. Just
roughly
X
G 188
That's good question. I think its something that has to do with the earth. So like ahh.
X
G 177
Well to me it is like, probably has to do with nature and I mean the stars and everything
107
X
x
X
x
X
x
X
X
RR
RR
RRB
302
It's the study of like ahh. The different living and nonliving things like around the world and in
the universe
I don't know
Everything
X
NATURE or environment
X
like
102
X
Animals biology
RRB
Astronomy
G 101
The study of earth. And the study of the earth and astronomy, probably. And just the minerals
and chemicals
Chemistry
RR
Study of the earth
Results Qualitative
X
X
X
A because I just guessed
B because it gets brighter not lighter
A= the
3 brightness
3%of the star represents the age
B because
B=52
D cuz it might get brighter or dim
during time49%
B I thinkC=13
it's graph B because
12% it shows the line going up and the line can represent the
brightness of a star.
D=31
29%
D, because it's like if there is time in graph and it has the change in the lines
NA= 8
7%
B this one would be more accurate because it never declines. It always rises so
D I don't know
n= 107
therefore
the star is becoming brighter. All the other graphs decline there fore the star
will get dim
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