Student astronomers, observational astrophysics, and “doing science”

Abstract

Instrumentation-based, astronomy laboratories provide several advantages for undergraduate students, even at an introductory level. Beyond heightening self-efficacy, we emphasize three additional applications that are less common in a traditional undergraduate curriculum for the physical sciences (e.g., physics). By introducing a quantitative estimate activity for the hydrogen number density within star-forming regions, these three applications are made clear. First, unlike a traditional focus on a singular correct answer, the process of establishing upper and lower threshold boundaries for a quantity of interest is commensurate with professional studies. Second, an estimation of this kind provides a practical synthesis between observation and theory. Third, this estimation process requires integrating foundational chemistry concepts that are often compartmentalized from introductory, undergraduate physics. Approaches like the one discussed here provide students with an engaging, project-based approach that follows the process of experimental science, including observation planning, data analysis, and physical interpretation. In order to substantiate a connection between the star-formation region activity and student self-efficacy, pre- and post-occasion questionnaires were employed. Both quantitative and qualitative data demonstrated significant increases in three measures of student self-efficacy. Qualitative data appear to reveal increases in undergraduate belonging within science, technology, engineering, mathematics, and medicine (STEMM). These qualities also appear to be associated positively with STEMM identity, which is an essential quality for persistence to graduation and STEMM career paths.