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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”

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

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  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)

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