1 / 9

Using Internet-Based Robotic Telescopes to Engage Non-Science Majors in Astronomical Observation

Using Internet-Based Robotic Telescopes to Engage Non-Science Majors in Astronomical Observation. Research design by Katie Berryhill. Gap in literature. Increasing use of robotic/remote telescopes in classrooms Studies mention importance of students perception of “ownership”

talbot
Download Presentation

Using Internet-Based Robotic Telescopes to Engage Non-Science Majors in Astronomical Observation

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Using Internet-Based Robotic Telescopes to Engage Non-Science Majors in Astronomical Observation Research design by Katie Berryhill

  2. Gap in literature • Increasing use of robotic/remote telescopes in classrooms • Studies mention importance of students perception of “ownership” • But…question not specifically studied yet • To move forward in this nascent field, we need a more definitive assessment • Larger goal—virtual internships in astronomy • Does it really matter whether students use “canned” data or their own? • Big issue, since it would completely change nature of research activities

  3. purpose • Field-testing perceived value to students of conducting simple astronomical observations of their own using internet-based robotic telescopes

  4. Research question • To what extent do students prefer an astronomical image that they have taken themselves compared to an image of the same object taken by a professional telescope or spacecraft?

  5. Theoretical framework • Interpretivist perspective • Looking at the meaning individual’s ascribe to their experiences and perceptions • Constructivist approach • How do students use their own individual constructs as filters as they’re learning and doing science? • Having students “do” science with no “right answer” • How do they describe their experience and what meaning do they derive from it?

  6. methodology • Single group • Multiple-measures • Quasi-experimental design

  7. methods • Pre-/post-test online surveys • Subset of participants will be interviewed in person or via Skype

  8. Potential findings? • Students definitely prefer their own images • Students definitely prefer the professional “pretty pictures” • Or responses could be equivocal • Potential for difference between online and on-ground student responses

  9. Limitations • Sample size (one large on-ground class, 3-4 small online classes) • Exercise has not been pre-tested on this population • Possible issues with directions not being clear, or issues with software • Differences between online/on-ground • Online students working alone, have no immediate instructor access • On-ground students can ask questions right away • Potential for frustrations with robotic telescopes (e.g., weather)

More Related