ExMASS: A viable model for authentic student-scientist research partnerships
Introduction
There is a mounting demand for science, technology, engineering and mathematics (STEM) workers in the United States [1], yet U.S. student performance in STEM ranks below 20 other countries [2]. This lower ranking places the U.S. at a disadvantage when compared to higher quality STEM education in Asian and European countries. In addition, these countries have a greater quantity of engineering and science students, causing the U.S. to gradually lose its global, competitive edge [3]. Companies needing workers trained in STEM disciplines have limited domestic options which cause them to hire foreign workers or outsource the work to countries, such as China and India. This lack of STEM domestic talent can be tracked to the low retention rate, and lack of student interest, in STEM among pre-college students [3].
In an attempt to ameliorate this situation, various initiatives have been launched to promote STEM education to K-12 students. For example, multiple universities are reaching out to K-12 students with opportunities to participate in STEM summer camps, meet and work with scientists doing research, and participate in events showcasing various STEM careers [[4], [5], [6]]. Schools have also made efforts to focus on STEM, beginning as early as kindergarten with engineering labs, science labs, Makerspaces, Breakerspaces, and new curricula [[7], [8], [9], [10]]. Most of the focus, however, has taken place in secondary schools with the addition of engineering curricula [[11], [12], [13]] as well as entire schools focused on STEM with problem solving and experiential learning as a primary effort [14].
Between 2014 and 2018, a NASA-funded education program provided an opportunity for high school students to fully experience the processes of science. Assessment of student participants in this program included evaluating changes in their content knowledge and attitudes toward science. The purpose of this paper is to describe this NASA-funded program and the impact of the program on students' attitudes toward science.
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Exploration of the Moon and Asteroids by Secondary Students (ExMASS)
The Exploration of the Moon and Asteroids by Secondary Students (ExMASS) was an academic year-long, national standards-based, lunar/asteroid research program that enveloped students in the process of science. Working alongside their teachers and a scientist advisor, students undertook authentic, open-inquiry research projects. The goals of the program were to 1) provide students the opportunity to engage in multiple aspects of the scientific process, 2) enhance students' attitudes toward
Open-inquiry research
For decades, the science education community has consistently and clearly endorsed the use of inquiry-based learning (aka science as inquiry) as the most operative means of involving students in and educating students about science [16]. The National Science Education Standards (NSES) [17] define science as inquiry to be a group of cohesive, interrelated practices that demonstrate the various ways scientists study the natural world and propose explanations derived from evidence. The NSES
Measuring the ExMASS Program's impact on attitudes toward science
Surveys for evaluating student attitudes toward science have been created in the past. The Attitudes Toward Science Inventory (ATSI) created by Gogolin and Schwartz [56] is a modified version of the Mathematics Attitude Inventory created by Sandman [57]. A study by Weinburgh and Steele [58] used a modified version of the ATSI. Both surveys used a Likert-Scale (Strongly Disagree to Strongly Agree), and both measured multiple factors that inform one's attitudes toward science. Slater et al. [59]
Discussion
In an attempt to attract students to a future STEM career, the ExMASS program was created to provide high school students an opportunity to conduct student-defined, authentic, open-inquiry research. The program was designed to envelope students in the processes of science; from formulating a question or identifying a problem, to designing and carrying out research, to presenting results to the scientific community. Participating teams were paired with a professional scientist to guide the
Implications
The ExMASS program 1) provided students a basic, foundational knowledge of the selected scientific disciplines (lunar and asteroid science), 2) provided students with a practicing scientist as a research advisor, 3) defined explicit roles for the advisors and teachers, 4) placed an emphasis on a student-led research process with assistance, and 5) provided students an opportunity to collaborate and communicate their research to peers and professional scientists (Fig. 5).
Statistical analysis
Declarations of interest
None.
Funding
The Exploration of the Moon and Asteroids by Secondary Students (ExMASS) program was supported by NASA Solar System Exploration Research Virtual Institute contract NNA14AB07A (PI David A. Kring). The funding source had no role in the study design; in the collection, analysis, and interpretation of data; in the writing of the report; or in the decision to submit this article for publication.
Acknowledgements
The authors wish to thank the following individuals for their review and proofing of this paper: Dr. Amanda Hackler, Ms. Christine Shupla, and Ms. Jamie Shumbera of the Lunar and Planetary Institute. Gratitude is also due to the NASA SSERVI institute for funding the ExMASS program. Finally, ExMASS could not have been possible without the students, teachers, and scientists across the country that participated in the program. Without their hard work and dedication, the ExMASS program would not
Andrew Shaner is the Public Engagement Lead at the Lunar and Planetary Institute (LPI) in Houston, Texas. He oversees the LPI's public engagement programs, including public lecture series's and family science events. As education lead for the LPI-NASA Johnson Space Center's Center for Lunar Science and Exploration, he developed and managed the Exploration of the Moon and Asteroids by Secondary Students (ExMASS) program. Mr. Shaner holds a B.A. in Secondary Education from Wichita State
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Andrew Shaner is the Public Engagement Lead at the Lunar and Planetary Institute (LPI) in Houston, Texas. He oversees the LPI's public engagement programs, including public lecture series's and family science events. As education lead for the LPI-NASA Johnson Space Center's Center for Lunar Science and Exploration, he developed and managed the Exploration of the Moon and Asteroids by Secondary Students (ExMASS) program. Mr. Shaner holds a B.A. in Secondary Education from Wichita State University and an M.A. in Teaching and Teacher Education with a minor in Planetary Science from The University of Arizona.
Dr. Sandy Watson is an Associate Professor of STEM Education at the University of Houston – Clear Lake (UHCL). Dr. Watson formerly served as Co-Director of UTeaChattanooga at the University of Tennessee at Chattanooga for four years of her eleven year tenure there. Her research interests include Problem Based Learning, Multiculturalism in Teacher Education, and Science Literacy. She has published 30 + articles pertaining to science education and has presented at numerous regional, state, national and international conferences. She taught high school biology and physical science for ten years and has formed several collaborative initiatives among schools, industry, organizations and universities.
Maya Bakerman is a Student Outreach Education Assistant and Program Evaluator for the Planetary Science Institute. She graduated from the University of Arizona with a bachelor's degree in community education outreach with the College of Education. She supports professional development for teachers and provides outreach events and camps for youth throughout the Tucson area.
Dr. Sanlyn Buxner is a research scientist and education and communication specialist at the Planetary Science Institute in Tucson, Arizona. She conducts programming in space science nationally, including professional development for teachers and programming for children in collaboration with museums. Her research interests include assessing scientific and quantitative literacy as well as understanding the impact of research experiences for students and teachers.