Impact of a Backwards Faded Scaffolding (BFS) Approach to Inquiry-Based Astronomy Laboratory Experiences on Undergraduate Non-Science Majors' Views of Scientific Inquiry

Details Impact of a Backwards Faded Scaffolding (BFS) Approach to Inquiry-Based Astronomy Laboratory Experiences on Undergraduate Non-Science Majors' Views of Scientific Inquiry Impact of a Backwards Faded Scaffolding (BFS) Approach to Inquiry-Based Astronomy Laboratory Experiences on Undergraduate Non-Science Majors' Views of Scientific Inquiry

Jan 2012

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2012aas...21913404l&link_type=abstract

American Astronomical Society, AAS Meeting #219, #134.04

Computer Science

Learning

Scientific paper

In an effort to support effective instruction in undergraduate astronomy, the Center for Astronomy and Physics Education Research (CAPER) team introduced an inquiry-based laboratory curriculum designed using Backwards Faded Scaffolding (BFS) inquiry teaching framework. A major goal of the curriculum design was to enhance student learning beyond content knowledge alone toward more informed understandings of scientific inquiry through authentic astronomy inquiry experiences using astronomical data sets available online. This study explored the impact of that curriculum on undergraduate non-science majors’ views of the nature of scientific inquiry (NOSI).
Over 200 introductory astronomy students’ were surveyed using the VOSI-4 questionnaire pre and post intervention. These data were analyzed for significant shifts in understanding of two aspects of NOSI; Distinction Between Data and Evidence (DvE) and Multiple Methods of Science (MMS). These results informed an investigation of lab instructors’ observations of students’ interactions with the intervention curriculum compared to traditional labs.
Wilcoxon Signed Rank tests showed significant shifts in the distributions of Fall (n=112) and Spring (n=98) samples toward more informed understandings of DvE (Fall, z=-3.811, p<.00 Spring, z=-3.698, p<.001) , while there was no significant change for understanding of MMS (Fall, z=-.112, p=.910; Spring, z=-.607, p=.544).
Instructor interview analysis suggested that the curriculum provided multiple opportunities for students to evaluate and determine the relevance of data with respect to specific research questions, however they may not have realized they were exclusively engaged in observational rather than experimental inquiries possibly leading students to accommodate their astronomy inquiry experiences within persistent misconceptions of "The Scientific Method” as the only valid method for inquiry.
The results of the study suggest that a purposefully scaffolded, inquiry-based, introductory astronomy laboratory curriculum may be effective in enhancing undergraduate non-science majors’ understanding of scientific inquiry and may prove to be a valuable resource for undergraduate astronomy instructors.

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