The Experience: Bringing Engaging Education to All

The goal of this project is to explore how student perceptions of science change across various implementations of inquiry-based learning. We plan to develop two sets of science curriculum that can be implemented in multiple modalities (e.g., online, asynchronous, as well as synchronous, in-person educational environments) as well as using different variations of inquiry-based learning. One set of curricula (developed by Hailey Nelson) will focus on astronomy, and the other (developed by Jessica Verpeut) will focus on neuroscience and psychology.

Inquiry-based learning, a type of active learning, has been shown to improve students’ ability to retain science conceptual knowledge (Pedaste et al., 2015) and improve learners’ positive perceptions of STEM. Inquiry-based learning has five distinct phases (Orientation, Conceptualization, Investigation, Conclusion, and Discussion) that result in two common pathways for implementing inquiry-based learning: a data-driven approach (Approach A) and a hypothesis-driven approach (Approach B; Pedaste et al., 2015).

This is a continuation of my Barrett Honors Thesis, which began in January 2024. The project aims to develop an engaging STEM curriculum with the goal of making engaging education more accessible. The ultimate goal of this project (beyond its scope as a second project) is to create a publicly accessible platform for the material, and ideally, a non-profit program for class visits and other outreach initiatives. An IRB plan is being submitted for review in Spring 2026. 

Research Questions

RQ1: What differences are there in student perceptions of science (i.e., astrophysics and neuroscience) between students who experience different approaches (i.e., data-driven vs. hypothesis-driven) to teaching science?

RQ2: Are there differences in science content knowledge learning gains between students who experience data-driven vs. hypothesis-driven approaches to teaching science?

Research Plan

The curriculum specifically involved in the data collection is planned to have two components: an activity and a lesson plan. Approach A will involve students having a typical lecture-style class, where concepts will be presented at the appropriate level for the students.  Students will then complete an interactive activity to demonstrate the validity of the concept discussed previously. Approach B involves students individually exploring a concept through guided questions in the activity (without an explicit end goal) and being encouraged to ask questions about what they observe; traditional instruction will then follow to explain the concepts they noticed and answer their questions.

Example:

Approach A [Instruction, Activity]: Students will attend and participate in a traditional-style lecture covering the popular exoplanet detection method, the transit method, and discuss the bias created by this method in relation to exoplanet populations. Students will then use NASA’s online exoplanet database, Eyes on Exoplanets, and answer guided questions to demonstrate the bias previously discussed. Further conversation will follow regarding ways to alleviate the bias and address the students' thoughts.

Approach B [Activity, Instruction]: Without an in-depth background on exoplanet detection methods, students will explore the Eyes on Exoplanets database through open exploration, guided by questions such as “What types of planets do you see when you click through the database?” Students should discover the bias on their own, and then a lecture will follow explaining why this bias is observed and how the leading detection methods create it. The same follow-up discussion will follow.

Surveys will be administered using a revised, tailored version of the scientifically validated Modified Attitudes Toward Science Inventory (mATSI2) to assess attitudes towards STEM and self-efficacy.

Current Working Demographics

• Juveniles at the Lewis-Sunrise Prison in the Arizona Department of Corrections, Rehabilitation, and Reentry (AZDC).

•  First Star, ASU’s nonprofit organization, to help high school students in the foster care system and homeless youth access higher education programs, fostering support systems and readiness for a university degree. 

• Clubes de Ciencia México (CdeCMx), a non-profit organization that aims to make STEM education more accessible to high school and college students in Mexico. 

• Phoenix Union High School District 

• Tempe Union High School District

• Kyrene School District

• Tempe Elementary School District

Abstract

Scientific education is not accessible to everyone, even with a growing awareness of the importance of increasing access. Education in science that is exciting and provides multiple types of learning experiences, which increases the likelihood that it will be something engaging for every learner, is a rarity. In the majority of circumstances, scientific education depends on the teacher and other peers around the student. Providing novel and diverse modes of scientific outreach will not only achieve student exposure to scientific theories and empirical evidence that otherwise would not have been accessible to them, but the breadth and innovative content of the scientific lessons could result in the epiphany that there are opportunities for growth and knowledge beyond what they knew existed. In fact, recognizing and experiencing the excitement of discovery could change the trajectory of their lives.

This project involved the development of a STEM curriculum consisting of novel lesson plans, activities, and demonstrations, with a particular focus on astrophysics. Topics covered included but were not limited to, spectroscopy, gravitational waves, exoplanets, the habitable zone, dark matter and dark energy, high energy astrophysics, astrobiology, space missions, and spacecraft. Via multiple presentations totaling approximately 200 slides, the lesson plans covered a wide breadth of didactic materials, critical thinking reflections, brainstorming working groups, and interactive discussions. The material was developed with support from the Arizona Science Center and presented in a university-level summer course in Guanajuato, Mexico with the non-profit Clubes de Ciencia Mexico. Student feedback was collected to develop future lesson plans with an emphasis on tailoring topics toward student interests.

Data collected from students regarding their interest, knowledge, and English proficiency levels before and after the class series suggest that the engagement methods used were highly effective in encouraging an inclusive learning environment and fostering excitement in STEM. Students were asked to self-report interest and knowledge levels on a 1 to 5 scale pre- and post- the class series. Data analyses showed an average change in interest over all subjects of 1.29 units, and an average knowledge increase of 1.51 units. An overwhelming consensus of enriched English proficiency was also noted, with 87.5% of students reporting a significant improvement in listening skills, 50% in writing skills, and 87.5% in speaking skills. Overall, students expressed that the class was inspirational, effective, and thought-provoking. Moreover, many students also noted that the class experience played a significant role in their decision about future careers.

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