Pushing to the Edge: Rutgers Astrophysics Institute Motivates Talented High School Students

Autor/inn/en	Etkina, Eugenia; Matilsky, Terry; Lawrence, Michael
Titel	Pushing to the Edge: Rutgers Astrophysics Institute Motivates Talented High School Students
Quelle	In: Journal of Research in Science Teaching, 40 (2003) 10, S.958-985 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.10118
Schlagwörter	Advanced Placement; High School Students; Physics; Talent Development; Academically Gifted; Program Descriptions; Scientists; Apprenticeships; Statistical Analysis; Science Education; Cognitive Development; Cognitive Style; Research; Institutes (Training Programs); Science Programs + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Physik; Begabtenförderung; Talentförderung; Scientist; Wissenschaftler; Apprenticeship; Lehre; Statistische Analyse; Naturwissenschaftliche Bildung; Kognitive Entwicklung; Cognitive styles; Kognitiver Stil; Forschung; Sommerakademie
Abstract	The Rutgers Astrophysics Institute is a program in which gifted high school students learn about contemporary science and its methods, and conduct independent authentic research using real-time data. The students use the processes of science to acquire knowledge, and serve as cognitive apprentices to an expert astrophysicist. A variety of naturalistic and statistical methods were employed to gather data concerning various changes in the students as a result of their participation in the institute. Specifically, we concluded that students were able to (a) distinguish between observational data and models, devise testing experiments, and reflect on the analysis and the interpretation of X-ray data; (b) achieve results comparable to those of regular Advanced Placement (AP) students on individual AP exam problems (the students had not taken AP Physics), (c) engage in elements of meaningful authentic research, and (d) change their approaches toward learning science. (Contains 5 tables and 8 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10