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written by Annette S. Lee
This doctoral thesis focuses on the role of culture as a variable in student learning, a topic that is often overlooked by STEM educational communities but one that is directly relevant to student engagement and learning outcomes. In 2012 the President's Council of Advisors on Science and Technology (PCAST) reported that a million more STEM professionals in the U.S. workforce were needed over the next decade. Recent reports suggest women in science and engineering have made small gains, while historically underrepresented ethnic groups (Blacks, Hispanics, American Indians) continue to be significantly underrepresented in STEM fields. The lack of diversity continues despite recognition of the disparity and programs to raise awareness of the problem. As the U.S. aspires to retain a leadership role in research and development in an increasingly diverse and globally interconnected society, this disparity is unsustainable. This study examines how different pedagogical approaches shape student outcomes in Astronomy 101 courses. In a comparative study, two pedagogical approaches were analyzed using both quantitative and qualitative methods in a semiexperimental nonequivalent group research design. The theories of culturally responsive pedagogy (CRP), active learning theory in STEM, and Indigenous knowledge systems (IKS) ground this approach. The findings of this study show important gains for all students with striking gains for URM (underrepresented minority) students. URM students who participated in the course with increased culturally responsive pedagogy were exceptionally engaged and learning gains improved significantly. The findings indicate that there is a need for tangible, evidence-based, culture-based curriculum and pedagogy. Research data was collected using the Astronomy Diagnostic Test (ADT v2), Classroom Observation Protocol for Undergraduate STEM (COPUS), and final course grades.
University: University of the Western Cape
Academic Department:  Physics and Astronomy
Pages 219
Subjects Levels Resource Types
Astronomy
- Astronomy Education
= Education Research
- Fundamentals
Education Foundations
- Achievement
- Learning Theory
- Research Design & Methodology
= Data
= Validity
- Sample Population
= Ethnicity or Race
- Societal Issues
= Cultural Issues
- Student Characteristics
= Affect
= Skills
Education Practices
- Learning Environment
- Pedagogy
= Instructional Issues
- Recruitment
= Diversity
- Lower Undergraduate
- High School
- Upper Undergraduate
- Reference Material
= Thesis/Dissertation
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- Professional/Practitioners
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- application/pdf
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Free access
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© 2020 University of the Western Cape
Type:
Ph.D.
Keywords:
CRE, Culturally Relevant Education, Motivational Theory, astronomy identity, inclusivity, self determination, self efficacy
Record Creator:
Metadata instance created December 21, 2022 by Sam McKagan
Record Updated:
February 6, 2023 by Caroline Hall
Last Update
when Cataloged:
May 7, 2020
Other Collections:

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Record Link
AIP Format
A. Lee, , Ph.D., University of the Western Cape, 2020, WWW Document, (http://etd.uwc.ac.za/handle/11394/7274).
AJP/PRST-PER
A. Lee, The effects on student knowledge and engagement when using a culturally responsive framework to teach ASTR 101, Ph.D., University of the Western Cape, 2020, <http://etd.uwc.ac.za/handle/11394/7274>.
APA Format
Lee, A. (2020, May 7). The effects on student knowledge and engagement when using a culturally responsive framework to teach ASTR 101 (Ph.D., University of the Western Cape, 2020). Retrieved July 15, 2024, from http://etd.uwc.ac.za/handle/11394/7274
Chicago Format
Lee, Annette S.. "The effects on student knowledge and engagement when using a culturally responsive framework to teach ASTR 101." Ph.D., University of the Western Cape, 2020. http://etd.uwc.ac.za/handle/11394/7274 (accessed 15 July 2024).
MLA Format
Lee, Annette S.. "The effects on student knowledge and engagement when using a culturally responsive framework to teach ASTR 101." Ph.D.. 7 May 2020. University of the Western Cape, 2020. 15 July 2024 <http://etd.uwc.ac.za/handle/11394/7274>.
BibTeX Export Format
@phdthesis{ Author = "Annette S. Lee", Title = {The effects on student knowledge and engagement when using a culturally responsive framework to teach ASTR 101}, School = {University of the Western Cape}, Type = {Ph.D.}, Month = {May}, Year = {2020} }
Refer Export Format

%A Annette S. Lee %T The effects on student knowledge and engagement when using a culturally responsive framework to teach ASTR 101 %R Ph.D. %D May 7, 2020 %P 219 %I University of the Western Cape %U http://etd.uwc.ac.za/handle/11394/7274 %O Physics and Astronomy %O application/pdf %O Ph.D.

EndNote Export Format

%0 Thesis %A Lee, Annette S. %D May 7, 2020 %T The effects on student knowledge and engagement when using a culturally responsive framework to teach ASTR 101 %B Physics and Astronomy %I University of the Western Cape %P 219 %8 May 7, 2020 %9 Ph.D. %U http://etd.uwc.ac.za/handle/11394/7274


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