Introducing astrophysics research to high school students

Abstract

This paper presents an analysis of an astrophysics institute designed for high school students. The study investigates how students respond cognitively in an active science learning environment in which they serve as apprentices to university astrophysics professors. The manner in which students implemented the behaviours of the experts with whom they were collaboratively engaged in a study of important cosmological questions was monitored and analysed. We found evidence that, by their participation in the program, students enhanced both (a ) their content knowledge of unfamiliar physics and (b ) their authentic practice of science in addressing contemporary cosmological problems. These results suggest that programs of this nature can support the development of expert science behaviours.