Engaging Students in Citizen Science Experiments with the “Yellow Submarine”
Dr. Pascale Creek Pinner, N.B.C.T.
NGSS Curriculum Developer & Science Educator
Dr. Jan Ray
University of Hawaii-Hilo
Professor - School of Education
Want big impact?
Use big image.
2
This Photo by Unknown Author is licensed under CC BY-SA
We are surrounded by water!
�“Wai”(water) from the mountains IS our most precious resource.
Hahai no ka ua I ka ululā‘au.
Rains always follow the forest.
Pukui, Mary Kawena. 1983. ‘Ōlelo No‘eau: Hawaiian Proverbs and Poetical Sayings. Honolulu, HI. Bishop Museum Press.
4
Ahupua’a
The land was divided using rivers/streams as boundaries to create separate ahupua’a.
Ahupua’a refers to the traditional land dividing system in Hawai’i.
Each ahupua’a contained portions of the mountain region, the valleys, and the area by and in the ocean.
But, why?
5
Ahupua’a
Land was divided so that each area had the resources needed to SUSTAIN a population.
Living on an island surrounded by ocean with LIMITED resources.
Followed along a watershed from the mountain to the ocean (mauka iā makai).
Sustainability
Provide lessons and technology to engage students as “Citizen Scientists” connected to locations in their own community.
Determine engagement, motivation, and perceptions of the importance of doing citizen science, place-based lessons.
Project Purpose
I ka nānā no a ‘ike.
By observing, one learns.
How will the retention of associated science content be affected by the use of the “Yellow Submarine” sensor system, versus other simple science tools during the water quality lessons?
Research Questions
Will conducting “citizen science” water quality experiments on water from different ahupua’a increase student engagement and motivation to do science?
Research Questions
I ka nānā no a ‘ike.
By observing, one learns.
Quasi-experimental mixed methods research study using a two-group pre-test post-test design.
Sample: 8th grade students in Hawaii
Groups contained students who are high-needs with IEPs, and/or designated as ELL and regular education students, including those who are “high achievers”, and from all races and ethnicities.
9
Research Design
10
Table 1:
Lesson Schedule
Four teachers with multiple classes.
KEY:
YS “Yellow Submarine” Tech
No Tech (low tech)
11
Experiment Group = used “higher tech” tools, including the GaiaXus sensor system to measure water quality from 7 different locations
12
Students rotated through seven different water stations.
Masks were on because the water from Loko’aka Pond was very “ripe”.
13
Control Group = used “lower tech” science tools to measure water quality from 7 different locations.
Teacher used the “ripe” Loko’aka Pond to demonstrate how to collect data using the science tools. Students then rotated through six different stations.
14
”Low tech” science tools included a thermometer, a secchi stick,
pH paper, and a salinity test strip.
15
Table 2:
Lesson Schedule
Students returned eleven days after the last lesson (Spring Break).
Completed POST lessons, and assessments.
Google Form
16
Pre/Post Quantitative Assessments
Section 1: Science Content
17
Section 2: Motivation for Learning and DOING Science
18
Google Form “Short Answer” Questions
19
Post Qualitative Assessment
Data Analysis
20
21
Results of the paired-t test indicated that there is a non-significant very small difference between C PRE (M = 3 ,SD = 1.1) and C POST (M = 3.2 ,SD = 1.3), t(67) = 0.9, p = .390. |
Results
22
Results of the paired-t test indicated that there is a significant difference between E PRE (M = 3.2 ,SD = 1.3) and E POST (M = 3.7 ,SD = 1.4), t(110) = 2.9, p = .004. |
Results
23
Results of the paired-t test indicated that there is a non-significant difference between Pre Extrinsic-Intrinsic (M = 0.4 ,SD = 0.6) and Post Extrinsic-Intrinsic (M = 0.4 ,SD = 0.5), t(67) = 0.07, p = .943.
The positive average motivation differences for the pre (0.37) and the post (0.37) indicate INTRINSIC motivation.
Results
24
Results of the paired-t test indicated that there is a significant difference between Pre Extrinsic - Intrinsic (M = 0.5 ,SD = 0.8) and Post Extrinsic - Intrinsic (M = 0.7 ,SD = 0.8), t(110) = 2.7, p = .009.
The positive average motivation differences for the pre (0.54) and the post (0.69) indicate INTRINSIC motivation.
Results
25
Results
Results revealed that more than 80% of the experimental group students perceived that using the Yellow Submarine helped them remember what they learned and motivated them to want to use the probes to investigate water sources in their community. |
26
Results
Top 5 Responses (categories) | % of Responses | Named Locations |
Beaches | 34% | Onekahaka |
Rivers | 25% | Mauna Kea |
Ponds | 21% | Loko I’a |
Streams | 10% | Honokea |
Ocean | 9% | Hilo Bay |
Conclusions
Water quality science content assessment post scores showed gains.
Water quality experiments increased students’ motivation to learn and do science.
Vast majority of students (80%) said the Yellow Submarine helped them
MAHALO!!
Dr. Pascale Creek Pinner, N.B.C.T.
NGSS Curriculum Developer & Science Educator
Hilo Intermediate School
@PascaleCreek
Dr. Pascale Creek Pinner
Credits
Special thanks to all the people who made and released these awesome resources for free:
29