Modern Blanket Toss: Findings and Observations

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2016 FINDINGS Table 17. Average survey responses to content items from first to last survey. First Survey Note: Average is the average of Likert scales responses from 1 to 10. Last Survey Change How to use GIS mapping software 1.53 4.37 2.84 The safety rules and regulations that apply to flying a UAV How to acquire different types of data using UAVs How to use data collected to develop a map/ image that represents reality The amount of money students can earn from a science, technology, engineering or math career 4.21 6.95 2.74 2.28 4.96 2.68 2.51 5.14 2.63 4.23 6.75 2.53 How to ask questions using GIS software 2 4.4 2.4 How to build a UAV 3.02 5.34 2.32 Applications of UAV technology 3.21 5.49 2.28 How to fly a UAV 3.61 5.7 2.09 How to acquire data from databases 2.46 4.51 2.05 The range of science, technology, engineering and math careers that are available to students 4.14 6.18 2.04 Principles of flight (e.g., lift, drag, gravity) 4.11 5.81 1.7 The level of math and science students will need for various science, technology, engineering, and math careers 4.35 6.02 1.67 How to use a 3-D printer 2.25 3.74 1.49 Science content included principles of flight (e.g., lift, drag, gravity), safety rules and regulations that apply to flying a UAV, and applications of UAV technology. Students reported the greatest content gains in 1) how to use GIS mapping software, 2) how to acquire different types of data using UAVs, 3) how to use data collected to develop a map/image that represents reality, and 4) the safety rules and regulations that apply to flying a UAV. These results are illustrated in Table 17. Science practices included topics such as asking scientific questions, comparing data to other students’ data, and explaining patterns in scientific data. Students reported the greatest gains in understanding of science practices in four areas: 1) asking a new scientific question from data, 2) formulating and refining experimental questions, 3) communicating the results of data analysis to a broader audience, and 4) using a map to analyze scientific data. These results are illustrated in Table 18. In interviews, students reported learning about UAVs and mapping, especially speaking confidently about data collection and learning new software. For example: I have learned a lot. I know how to, like I have learned the basics of mission planning. I’ve learned a lot with computers that I don’t know, like, right now I'm making a map, a 50 photos map. [2016:3:6] Table 18. Average survey response last survey. Science Practice Area I am capable of using a map to analyz scientific data. I am capable of asking a new scientific from data that I have collected. I can communicate the results of my d analysis to a broader audience. I can formulate and refine experimen questions. I can explain patterns in scientific data. I can analyze scientific data in many different w I can select tools to gather data. I am capable of deciding what data are to be ga answer a question. I can compare my data to other students’ data. I can study data with the help of maps. I can make and use a model to test a design. Note: Average is the average of Likert scales res 49
2016 FINDINGS I learned how to operate the mapping with QGIS and Arc something. [2016:6:3] Yeah, because I'd rather work with computers, just to write the same, so I learned a lot about GIS and Agisoft. [2016:8:6] s to content items from first to e question ata al First Survey Last Survey Change 2.47 2.82 0.35 2.79 3.05 0.27 2.74 3 0.26 2.66 2.91 0.25 2.42 2.64 0.22 ys. 2.56 2.75 0.19 thered to 2.75 2.93 0.18 2.75 2.91 0.16 So, I was able to fly it multiple times, and I was able to fly it semiautomatically and help map out Chena Hot Springs, the land there, and I'm learning how to map. [2016:7:3] Students also spoke about how their UAV/ mapping knowledge could be applied either in their communities or in their futures. I want to try map for like some trails to other villages, or trails to places like people go on thing with. [2016:8:13] Because we can collect data with UAVs, the problem, and we can solve them with some, like, what’s eroding and what’s not. We could sense heat sensors or we could find people with them too, with heat signatures [2016:3:9] going to want them and the people will buy them. [2016:7:15] People say that they herd their sheep with the drones now [2016:1:7] I can use them if I graduate. I can use them for like environmental things to observe around and how I can use it without damaging it [2016:8:16] For those students who remained in the program for two or more years, their content knowledge continued to increase, but seemed to level off after the sixth time they were surveyed, which correlates with attending two summer programs and participating during one school year, or participating during two school years and attending one summer program. However, knowledge of science practices did not continue to increase with ongoing participation in the program and stayed relatively flat for individuals over survey dissemination occurrences (Figure 3). 2.96 3.11 0.14 2.9 3.02 0.12 2.7 2.79 0.09 ponses from 1 to 4. If I wanted to have a career in UAVs I could definitely use them. For example, Bernie Karl at Chena Hot Springs, he's interested in having UAVs there, and since UAVs are a growing industry then more businesses are Figure 3. Content knowledge and science practice scale scores for individual students over time 50
Page 1 and 2: BOOK THREE MODERN BLANKET TOSS FIND
Page 3 and 4: FINDINGS AND ANALYSIS The evaluatio
Page 5 and 6: CHAPTER 1 Findings Welcome to the f
Page 7 and 8: 2014 FINDINGS EXECUTIVE SUMMARY The
Page 9 and 10: 2014 FINDINGS Sample Eighteen stude
Page 11 and 12: 2014 FINDINGS 2014 Both surveys ask
Page 13 and 14: 2014 FINDINGS Survey respondents ra
Page 15 and 16: 2014 FINDINGS Items can be grouped
Page 17 and 18: 2014 FINDINGS The UAV aircraft kind
Page 19: 2014 FINDINGS I think it should be
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Page 24 and 25: 2015 FINDINGS There was a significa
Page 26 and 27: 2015 FINDINGS Table 14 Content Know
Page 28 and 29: 2015 FINDINGS Items can be grouped
Page 30 and 31: 2015 FINDINGS I liked learning abou
Page 32 and 33: 2015 FINDINGS Nothing it's getting
Page 34 and 35: 2015 FINDINGS Week 12 Concept Count
Page 36 and 37: 2016 FINDINGS The mission of Modern
Page 38 and 39: 2016 FINDINGS INTRODUCTION The Univ
Page 40 and 41: 2016 FINDINGS Analysis: For each co
Page 42 and 43: 2016 FINDINGS and who participated
Page 44 and 45: 2016 FINDINGS LIMITATIONS OF THE EV
Page 46 and 47: 2016 FINDINGS primarily Yup’ik mi
Page 48 and 49: 2016 FINDINGS There was a range of
Page 52 and 53: 2016 FINDINGS Students also clearly
Page 54 and 55: 2016 FINDINGS Figure 5. Leadership
Page 56 and 57: 2016 FINDINGS 6) Student academic d
Page 58: 2016 FINDINGS Courses offered by Hi
Page 61 and 62: 2016 FINDINGS The Modern Blanket To
Page 63 and 64: CHAPTER 2 Observations This chapter
Page 65 and 66: CHALLENGES AND LESSONS LEARNED Teac
Page 67 and 68: SECTION 2 Analysis of Modern Blanke
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Modern Blanket Toss: Findings and Observations

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