Browsing by Author "John C. Park, Committee Member"

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Assessing Student Understanding of Measurement and Uncertainty
(2003-09-17) Abbott, David Scot; Robert J. Beichner, Committee Chair; John L. Hubisz, Committee Member; John C. Park, Committee Member; J. Richard Mowat, Committee Member
A test to assess student understanding of measurement and uncertainty has been developed and administered to more than 500 students at two large research universities. The aim is two-fold: 1) to assess what students learn in the first semester of introductory physics labs and 2) to uncover patterns in student reasoning and practice. The forty minute, eleven item test focuses on direct measurement and student attitudes toward multiple measurements. After one revision cycle using think-aloud interviews, the test was administered to students to three groups: students enrolled in traditional laboratory lab sections of first semester physics at North Carolina State University (NCSU), students in an experimental (SCALE-UP) section of first semester physics at NCSU, and students in first semester physics at the University of North Carolina at Chapel Hill. The results were analyzed using a mixture of qualitative and quantitative methods. In the traditional NCSU labs, where students receive no instruction in uncertainty and measurement, students show no improvement on any of the areas examined by the test. In SCALE-UP and at UNC, students show statistically significant gains in most areas of the test. Gains on specific test items in SCALE-UP and at UNC correspond to areas of instructional emphasis. Test items were grouped into four main aspects of performance: 'point/set' reasoning, meaning of spread, ruler reading and 'stacking.' Student performance on the pretest was examined to identify links between these aspects. Items within each aspect are correlated to one another, sometimes quite strongly, but items from different aspects rarely show statistically significant correlation. Taken together, these results suggest that student difficulties may not be linked to a single underlying cause. The study shows that current instruction techniques improve student understanding, but that many students exit the introductory physics lab course without appreciation or coherent understanding for the concept of measurement uncertainty.
Factors Contributing to Students Pursuit of Advanced Science
(2007-02-22) Meldrum, Jenette Kathleen; Maria T. Oliver-Hoyo, Committee Member; John C. Park, Committee Member; Leonard Annetta, Committee Chair
During the middle-school years student interest in science begins to decline. In this study students in grades 6 through 9 were surveyed to determine what factor(s) (peers, family, science class, teachers, and/or informal experiences) contribute to students pursuing advanced science. This study focusses on what factor(s) influence minority students to pursue advanced science courses and pursue science careers. It is well known that the minority population is increasing, however the number of minorities with careers in science is not reflective of that increase. The majority of Latino students (50%) surveyed in this study indicated that they were currently interested to very interested in science, compared to only 40% African-American students, and only 36% of Caucasian students. Upon further analysis by ANOVA and independent samples t-test significance was found for three of the factors or subscales between the three ethnicities surveyed. Family Encouragement, Science Classroom Experience, and Informal Learning Experiences, were the three subscales that showed significance. Therefore the role of parents in discussing science with their children, the science classroom environment, and opportunities for informal science learning can not be disregarded. Further research should focus on the exact role that these three factors play in encouraging middle grade students to pursue advanced science. In addition, studies with university science majors and current scientists may be able to shed more light on how extrinisic factors, such as family, science class, and informal learning experiences influence students toward pursuing advanced science.
Understanding the Relationship between Science and Faith, the Nature of Science, and Controversial Content Understandings
(2003-07-10) Dickerson, Daniel Lee; John E. Penick, Committee Chair; Karen R. Dawkins, Committee Co-Chair; JoAnn M. Burkholder, Committee Member; John C. Park, Committee Member
This study examines the views of the relationship between science and faith and the understandings of biological evolution, geologic history and the nature of science, with emphasis on the use of evidence, held by United Methodist ministers, pre-service science teachers, and pre-service language arts/social studies teachers. By completing a nineteen and a twenty-item, combination multiple-choice/open-ended questionnaire and individual interviews, participants demonstrated a wide array of scientific understandings and articulated in some cases how those understandings inform their views of the relationship between alternative ways of knowing. Findings included little disparity overall between participant groups' scientific understandings, although slightly more ministers demonstrated more informed understandings of the concepts assessed. Additionally, findings indicated that pre-service science teachers viewed scientific literacy as less important than other participant groups and few participants reported any change in their views of science as a result of formal post-secondary instruction. Almost all participants considered evidence to be used in faith but little to no distinction was made between scientific, historical, and faith-based types of evidence. Recommendations are included regarding curriculum development for science teacher and religious education, as well as implications for potential partnerships between the science educators and clergy.