A comparative study o f the effectiveness o f "star show" versus "participatory oriented planetarium" lessons in a middle school starlab setting

2.50
Hdl Handle:
http://hdl.handle.net/11290/607933
Title:
A comparative study o f the effectiveness o f "star show" versus "participatory oriented planetarium" lessons in a middle school starlab setting
Authors:
Platco Jr., Nicholas L.
Abstract:
The purpose of this study was to compare the effectiveness of “Star Show” and the “Participatory Oriented Planetarium” (POP) instructional programs in a middle school Starlab setting. The Star Show is a planetarium program that relies heavily on an audio­ visual/lecture format to impart information, while the POP method of instruction is an inquiry, activity-based approach to teaching astronomy. All Star Show and POP lessons were conducted in a Starlab planetarium. This study examined the effectiveness o f the two methods on the attainment o f astronomy knowledge, changes in student attitudes toward astronomy, retention o f knowledge, and gender differences. A pilot study (N = 69) was conducted at a middle school near King o f Prussia, Pennsylvania. The main study (N = 295) was conducted at a middle school near Reading, Pennsylvania. All students were pretested and posttested in both studies. The testing instruments included a 60-question paper-and-pencil content test and a 22-item Likert-style science attitude test. The content test was judged to be valid and reliable by a panel o f science educators. The attitude test is a field-tested attitude survey developed by Michael Zeilik. The topics included in the Star Show and POP lessons were seasons, moon phases, eclipses, stars, and constellations. The Star Show programs used in this study are professionally prepared planetarium programs from Jeff Bowen Productions. Several planetarium educators who have been involved with planetarium training workshops throughout the United States developed the POP lessons used in this study. The Star Show was clearly the more effective method for improving student knowledge in both the pilot and main studies. Both methods were equally effective for improving student attitudes toward astronomy. The POP method was the more effective method o f instruction when retention o f knowledge was examined four weeks after the treatments ended. Gender did not have any significant effect on this study. In light o f the results o f this study, it appears that both Star Show and POP methods o f instruction should continue to play important roles in planetarium education. A combination o f the two methods is clearly the ideal solution when teaching astronomy to middle school students in a Starlab setting.
Affiliation:
Temple University
Issue Date:
2005
URI:
http://hdl.handle.net/11290/607933
Submitted date:
2015-09-28
Document Source:
Dissertation/Thesis
Language:
English Paper
Type Of Resource:
Empirical Research
Empirical Methodology:
Quantitative
Learning Environment:
Formal
Research Setting:
Planetarium
Subjects:
Middle/Secondary School
Construct:
Content Knowledge Affective Belief/Identity Motivation/Attitude
Content:
General/Broad Knowledge of Astronomy Content
Specific Interests:
Gender & Sex
Nation:
USA
Appears in Collections:
Astronomy Education Research

Full metadata record

DC FieldValue Language
dc.contributor.authorPlatco Jr., Nicholas L.en
dc.date.accessioned2016-05-04T08:58:12Zen
dc.date.available2016-05-04T08:58:12Zen
dc.date.issued2005en
dc.date.submitted2015-09-28en
dc.identifier.urihttp://hdl.handle.net/11290/607933en
dc.description.abstractThe purpose of this study was to compare the effectiveness of “Star Show” and the “Participatory Oriented Planetarium” (POP) instructional programs in a middle school Starlab setting. The Star Show is a planetarium program that relies heavily on an audio­ visual/lecture format to impart information, while the POP method of instruction is an inquiry, activity-based approach to teaching astronomy. All Star Show and POP lessons were conducted in a Starlab planetarium. This study examined the effectiveness o f the two methods on the attainment o f astronomy knowledge, changes in student attitudes toward astronomy, retention o f knowledge, and gender differences. A pilot study (N = 69) was conducted at a middle school near King o f Prussia, Pennsylvania. The main study (N = 295) was conducted at a middle school near Reading, Pennsylvania. All students were pretested and posttested in both studies. The testing instruments included a 60-question paper-and-pencil content test and a 22-item Likert-style science attitude test. The content test was judged to be valid and reliable by a panel o f science educators. The attitude test is a field-tested attitude survey developed by Michael Zeilik. The topics included in the Star Show and POP lessons were seasons, moon phases, eclipses, stars, and constellations. The Star Show programs used in this study are professionally prepared planetarium programs from Jeff Bowen Productions. Several planetarium educators who have been involved with planetarium training workshops throughout the United States developed the POP lessons used in this study. The Star Show was clearly the more effective method for improving student knowledge in both the pilot and main studies. Both methods were equally effective for improving student attitudes toward astronomy. The POP method was the more effective method o f instruction when retention o f knowledge was examined four weeks after the treatments ended. Gender did not have any significant effect on this study. In light o f the results o f this study, it appears that both Star Show and POP methods o f instruction should continue to play important roles in planetarium education. A combination o f the two methods is clearly the ideal solution when teaching astronomy to middle school students in a Starlab setting.en
dc.description.provenanceMade available in DSpace on 2016-05-04T08:58:12Z (GMT). No. of bitstreams: 1 f1f70a1d-7648-41ae-a63e-f2d5d2f250a2.pdf: 3913843 bytes, checksum: 80e8ecbd56b0619825e65fd564cabd5a (MD5) Previous issue date: 2005en
dc.language.isoEnglish Paperen
dc.titleA comparative study o f the effectiveness o f "star show" versus "participatory oriented planetarium" lessons in a middle school starlab settingen
dc.typeDissertation/Thesisen
dc.contributor.departmentTemple Universityen
dc.type.resourceEmpirical Researchen
dc.istar.learningenvironmentFormalen
dc.istar.constructContent Knowledge Affective Belief/Identity Motivation/Attitudeen
dc.istar.contentGeneral/Broad Knowledge of Astronomy Contenten
dc.istar.specificinterestsGender & Sexen
dc.istar.nationUSAen
dc.istar.empiricalmethodologyQuantitativeen
dc.istar.researchsettingPlanetariumen
dc.istar.subjectMiddle/Secondary Schoolen
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