Exploring gender differences with different gain calculations in astronomy and biology
Am. J. Phys. 77, 651 (2009), DOI:10.1119/1.3133087
Shannon D. Willoughby and Anneke Metz
To investigate differences in learning gains by gender, we collected data in large introductory astronomy and biology courses. Male astronomy students had significantly higher pre- and post-test scores than female students on the astronomy diagnostic test. Male students also had significantly higher pretest and somewhat higher post-test scores than female students on a survey instrument designed for an introductory biology course. For both courses, males had higher learning gains than female students only when the normalized gain measure was utilized. No differences were found with any other measures, including other gain calculations, overall course grades, or individual exams. Implications for using different learning gain measures in science classrooms, as well as for research on learning differences by gender are discussed.
Showing posts with label astronomy. Show all posts
Showing posts with label astronomy. Show all posts
2009-06-12
2009-04-19
Wilhelm - IJSE 2009
Gender Differences in Lunar-related Scientific and Mathematical Understandings
International Journal of Science Education
Author: Jennifer Wilhelm
This paper reports an examination on gender differences in lunar phases understanding of 123 students (70 females and 53 males). Middle-level students interacted with the Moon through observations, sketching, journalling, two-dimensional and three-dimensional modelling, and classroom discussions. These lunar lessons were adapted from the Realistic Explorations in Astronomical Learning (REAL) curriculum. Students' conceptual understandings were measured through analysis of pre-test and post-test results on a Lunar Phases Concept Inventory (LPCI) and a Geometric Spatial Assessment (GSA). The LPCI was used to assess conceptual learning of eight science and four mathematics domains. The GSA was used to assess learning of the same four mathematical domains; however, the GSA test items were not posed within a lunar context. Results showed both male and female groups to make significant gains in understanding on the overall LPCI test scores as well as significant gains on five of the eight science domains and on three of the four mathematics domains. The males scored significantly higher than the females on the science domain, phase—Sun/Earth/Moon positions, and on the mathematics domain geometric spatial visualisation. GSA results found both male and female groups achieving a significant increase in their test scores on the overall GSA. Females made significant gains on the GSA mathematics domains, periodic patterns and cardinal directions, while males made significant gains on only the periodic patterns domain. Findings suggest that both scientific and mathematical understandings can be significantly improved for both sexes through the use of spatially focused, inquiry-oriented curriculum such as REAL.
International Journal of Science Education
Author: Jennifer Wilhelm
This paper reports an examination on gender differences in lunar phases understanding of 123 students (70 females and 53 males). Middle-level students interacted with the Moon through observations, sketching, journalling, two-dimensional and three-dimensional modelling, and classroom discussions. These lunar lessons were adapted from the Realistic Explorations in Astronomical Learning (REAL) curriculum. Students' conceptual understandings were measured through analysis of pre-test and post-test results on a Lunar Phases Concept Inventory (LPCI) and a Geometric Spatial Assessment (GSA). The LPCI was used to assess conceptual learning of eight science and four mathematics domains. The GSA was used to assess learning of the same four mathematical domains; however, the GSA test items were not posed within a lunar context. Results showed both male and female groups to make significant gains in understanding on the overall LPCI test scores as well as significant gains on five of the eight science domains and on three of the four mathematics domains. The males scored significantly higher than the females on the science domain, phase—Sun/Earth/Moon positions, and on the mathematics domain geometric spatial visualisation. GSA results found both male and female groups achieving a significant increase in their test scores on the overall GSA. Females made significant gains on the GSA mathematics domains, periodic patterns and cardinal directions, while males made significant gains on only the periodic patterns domain. Findings suggest that both scientific and mathematical understandings can be significantly improved for both sexes through the use of spatially focused, inquiry-oriented curriculum such as REAL.
2009-02-23
Subramaniam Padalkar - IJSE 2009
Visualisation and Reasoning in Explaining the Phases of the Moon
International Journal of Science Education, Volume 31, Issue 3 February 2009 , pages 395 - 417
DOI: http://dx.doi.org/10.1080/09500690802595805
K. Subramaniam; Shamin Padalkar
In this study, we examine how subjects set up, transform, and reason with models that they establish on the basis of known facts as they seek to explain a familiar everyday phenomenon—the phases of the moon. An interview schedule was designed to elicit subjects' reasoning, and in the case where explanations were mistaken, to induce a change in explanation. Detailed interviews of eight participants were videotaped and their reasoning analysed to highlight the difficulties encountered, the interaction between physical and geometrical aspects, simplification and idealisation processes, interplay between facts, concepts and visualisation, and the use of external visualisations through gestures and diagrams. We suggest that visualisation is an important process in science learning, and point to the importance of developing among students the ability to work with diagrams.
International Journal of Science Education, Volume 31, Issue 3 February 2009 , pages 395 - 417
DOI: http://dx.doi.org/10.1080/09500690802595805
K. Subramaniam; Shamin Padalkar
In this study, we examine how subjects set up, transform, and reason with models that they establish on the basis of known facts as they seek to explain a familiar everyday phenomenon—the phases of the moon. An interview schedule was designed to elicit subjects' reasoning, and in the case where explanations were mistaken, to induce a change in explanation. Detailed interviews of eight participants were videotaped and their reasoning analysed to highlight the difficulties encountered, the interaction between physical and geometrical aspects, simplification and idealisation processes, interplay between facts, concepts and visualisation, and the use of external visualisations through gestures and diagrams. We suggest that visualisation is an important process in science learning, and point to the importance of developing among students the ability to work with diagrams.
2009-02-22
Wittman - arxiv.org 2009
Shaping Attitudes Toward Science in an Introductory Astronomy Class
arXiv:0902.3321
D. Wittman (UC Davis)
At many universities, astronomy is a popular way for non-science majors to fulfill a general education requirement. Because general-education astronomy may be the only college-level science course taken by these students, it is the last chance to shape the science attitudes of these future journalists, teachers, politicians, and voters. I report on an attempt to measure and induce changes in science attitudes in my general-education astronomy course. I describe construction of the attitude survey, classroom activities designed to influence attitudes, and give numerical results indicating a significant improvement. In contrast, the literature on attitudes in introductory physics courses generally reports stagnation or decline. I briefly comment on some plausible explanations for this difference.
arXiv:0902.3321
D. Wittman (UC Davis)
At many universities, astronomy is a popular way for non-science majors to fulfill a general education requirement. Because general-education astronomy may be the only college-level science course taken by these students, it is the last chance to shape the science attitudes of these future journalists, teachers, politicians, and voters. I report on an attempt to measure and induce changes in science attitudes in my general-education astronomy course. I describe construction of the attitude survey, classroom activities designed to influence attitudes, and give numerical results indicating a significant improvement. In contrast, the literature on attitudes in introductory physics courses generally reports stagnation or decline. I briefly comment on some plausible explanations for this difference.
2009-01-15
Willoughby Gustafson - AJP 2009
Technology talks: Clickers and grading incentive in the large lecture hall
American Journal of Physics, Volume 77, Number 2 (February 2009), pp. 180-183
Shannon D. Willoughby, Eric Gustafson
Two sections of an introductory astronomy class were given different grading incentives for clicker participation for two consecutive semesters. In the high stakes classroom points were awarded only for correct answers, in contrast to the low stakes classroom in which points were awarded simply for participating. Self-formed groups of four students each were recorded in both sections several times during the spring 2007 semester and their conversations were transcribed and categorized into nine topics to analyze the variations between the sections. Performance on clicker questions and tendency to block vote were correlated with class grades and gains for the pre- and post-test scores on the Astronomy Diagnostic Test.
American Journal of Physics, Volume 77, Number 2 (February 2009), pp. 180-183
Shannon D. Willoughby, Eric Gustafson
Two sections of an introductory astronomy class were given different grading incentives for clicker participation for two consecutive semesters. In the high stakes classroom points were awarded only for correct answers, in contrast to the low stakes classroom in which points were awarded simply for participating. Self-formed groups of four students each were recorded in both sections several times during the spring 2007 semester and their conversations were transcribed and categorized into nine topics to analyze the variations between the sections. Performance on clicker questions and tendency to block vote were correlated with class grades and gains for the pre- and post-test scores on the Astronomy Diagnostic Test.
2008-12-16
Fields - IJSE 2009
What do Students Gain from a Week at Science Camp? Youth perceptions and the design of an immersive, research-oriented astronomy camp
International Journal of Science Education, Volume 31, Issue 2 January 2009 , pages 151 - 171
DOI: 10.1080/09500690701648291
Deborah Anne Fields
This study explored American high school students' perceptions of the benefits of a summer astronomy camp, emphasizing a full cycle of the research process and how the organization of the camp contributed to those perceptions. Semi-structured interviews with students and staff were used to elicit the specific benefits that campers perceived from their experiences and examine them in relation to the stated goals and strategies of camp staff. Among the perceived benefits that students described were peer relationships, personal autonomy, positive relationships with staff, and deepened science knowledge. These perceived benefits appear to influence the kinds of identities students constructed for themselves in relation to science. Gee's concept of 'affinity space' is used to consider how features of the camp's design, especially those that promoted student autonomy, contributed to students' positive perceptions, and to draw implications for the design of informal science learning experiences that can link youth with larger communities of scientists.
International Journal of Science Education, Volume 31, Issue 2 January 2009 , pages 151 - 171
DOI: 10.1080/09500690701648291
Deborah Anne Fields
This study explored American high school students' perceptions of the benefits of a summer astronomy camp, emphasizing a full cycle of the research process and how the organization of the camp contributed to those perceptions. Semi-structured interviews with students and staff were used to elicit the specific benefits that campers perceived from their experiences and examine them in relation to the stated goals and strategies of camp staff. Among the perceived benefits that students described were peer relationships, personal autonomy, positive relationships with staff, and deepened science knowledge. These perceived benefits appear to influence the kinds of identities students constructed for themselves in relation to science. Gee's concept of 'affinity space' is used to consider how features of the camp's design, especially those that promoted student autonomy, contributed to students' positive perceptions, and to draw implications for the design of informal science learning experiences that can link youth with larger communities of scientists.
2008-03-05
Bell Trundle - JRST 2008
The use of a computer simulation to promote scientific conceptions of moon phases
J Res Sci Teach 45: 346-372, 2008
Randy L. Bell, Kathy Cabe Trundle
This study described the conceptual understandings of 50 early childhood (Pre-K-3) preservice teachers about standards-based lunar concepts before and after inquiry-based instruction utilizing educational technology. The instructional intervention integrated the planetarium software Starry Night BackyardTM with instruction on moon phases from Physics by Inquiry by McDermott (1996). Data sources included drawings, interviews, and a lunar shapes card sort. Videotapes of participants' interviews were used along with the drawings and card sorting responses during data analysis. The various data were analyzed via a constant comparative method in order to produce profiles of each participant's pre- and postinstruction conceptual understandings of moon phases. Results indicated that before instruction none of the participants understood the cause of moon phases, and none were able to draw both scientific moon shapes and sequences. After the instruction with technology integration, most participants (82%) held a scientific understanding of the cause of moon phases and were able to draw scientific shapes and sequences (80%). The results of this study demonstrate that a well-designed computer simulation used within a conceptual change model of instruction can be very effective in promoting scientific understandings.
J Res Sci Teach 45: 346-372, 2008
Randy L. Bell, Kathy Cabe Trundle
This study described the conceptual understandings of 50 early childhood (Pre-K-3) preservice teachers about standards-based lunar concepts before and after inquiry-based instruction utilizing educational technology. The instructional intervention integrated the planetarium software Starry Night BackyardTM with instruction on moon phases from Physics by Inquiry by McDermott (1996). Data sources included drawings, interviews, and a lunar shapes card sort. Videotapes of participants' interviews were used along with the drawings and card sorting responses during data analysis. The various data were analyzed via a constant comparative method in order to produce profiles of each participant's pre- and postinstruction conceptual understandings of moon phases. Results indicated that before instruction none of the participants understood the cause of moon phases, and none were able to draw both scientific moon shapes and sequences. After the instruction with technology integration, most participants (82%) held a scientific understanding of the cause of moon phases and were able to draw scientific shapes and sequences (80%). The results of this study demonstrate that a well-designed computer simulation used within a conceptual change model of instruction can be very effective in promoting scientific understandings.
2007-11-29
Ehrlén - IJSE 2008
Children's Understanding of Globes as a Model of the Earth: A problem of contextualizing
Karin Ehrlén
Stockholm University, Sweden
DOI: 10.1080/09500690601185956
International Journal of Science Education, Volume 30, Issue 2 February 2008 , pages 221 - 238
Abstract
Visual representations play an important role in science teaching. The way in which visual representations may help children to acquire scientific concepts is a crucial test in the debate between constructivist and socio-cultural oriented researchers. In this paper, the question is addressed as a problem of how to contextualize conceptions and explanations in cognitive frameworks and visual descriptions in cultural contexts. Eleven children aged 6-8 years were interviewed in the presence of a globe. Those children who expressed views of the Earth that deviated from the culturally accepted view did not show any difficulties in combining these different ideas with the globe model. The way that this is possible is explained using a model of conceptual development as a process of differentiation between contexts and frameworks. The child must differentiate not only between the Earth as an area of flat ground in a common-sense framework and the planet Earth in a theoretical framework, but also between these frameworks and the framework of the representation. It is suggested that a differentiation on a meta-level is needed to distinguish which problems and explanations belong to which cognitive framework. In addition, the children must contextualize the visual description of the Earth in the globe in a cultural context to discern which mode of representation is used.
Karin Ehrlén
Stockholm University, Sweden
DOI: 10.1080/09500690601185956
International Journal of Science Education, Volume 30, Issue 2 February 2008 , pages 221 - 238
Abstract
Visual representations play an important role in science teaching. The way in which visual representations may help children to acquire scientific concepts is a crucial test in the debate between constructivist and socio-cultural oriented researchers. In this paper, the question is addressed as a problem of how to contextualize conceptions and explanations in cognitive frameworks and visual descriptions in cultural contexts. Eleven children aged 6-8 years were interviewed in the presence of a globe. Those children who expressed views of the Earth that deviated from the culturally accepted view did not show any difficulties in combining these different ideas with the globe model. The way that this is possible is explained using a model of conceptual development as a process of differentiation between contexts and frameworks. The child must differentiate not only between the Earth as an area of flat ground in a common-sense framework and the planet Earth in a theoretical framework, but also between these frameworks and the framework of the representation. It is suggested that a differentiation on a meta-level is needed to distinguish which problems and explanations belong to which cognitive framework. In addition, the children must contextualize the visual description of the Earth in the globe in a cultural context to discern which mode of representation is used.
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