Strengthening Science Attitudes: Planetarium-Based Scientific Visualizations for Middle and High School English Language Learners

• In Event: Poster Session 2
  In Poster Session: Achievement, Attitudes, and Advocacy: Science Literacy for All

Abstract

This study targeted first-year ELLs’ (n=228) science attitudes using planetarium-based scientific visualizations to teach complex, sophisticated science concepts. Student attitudes towards science is a key construct that may serve as an early indicator for later persistence and achievement in science. Results from a pre-mid-post Likert attitude survey and interviews showed middle school students’ attitudes significantly increased (Cohen’s d=0.43) following a series of 5 planetarium visualizations in a 2-month unit of study, and stabilized at that level in a subsequent unit. High school students showed an increase that was not statistically significant (p<.083) but suggestive of a trend meriting further investigation. Significance of results in terms of supporting first-year ELL learning of complex science to strengthen their science trajectory is discussed.

Authors

• Thomas R. Tretter, University of Louisville

• Yuliya Ardasheva, Washington State University - Tri-Cities