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July 2002

Volume 1, Issue 2, pp. 1-135

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A Comparison of Group and Individually Completed Course Evaluations in Introductory Astronomy

Tanis Lacey Casey and Timothy F. Slater

2002, AER, 1 (2), 1, doi:http://dx.doi.org/10.3847/AER2002001

Online Publication Date: 07 October 2002

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In an effort to streamline the collection of student feedback in a large enrollment introductory astronomy survey course, 283 individual students and 84 student working groups submitted mid-course evaluations. An inductive analysis of recurrent themes suggests that student course evaluations completed individually do not differ significantly from those completed by collaborative learning groups. These results suggest that faculty can obtain meaningful student feedback by analyzing a smaller number of surveys completed by groups of students, as opposed to analyzing a large number of surveys completed by individuals.

Students’ Pre-Instructional Beliefs and Reasoning Strategies About Astrobiology Concepts

Erika G. Offerdahl, Edward E. Prather, and Timothy F. Slater

2002, AER, 1 (2), 5, doi:http://dx.doi.org/10.3847/AER2002002 | Cited 1 time

Online Publication Date: 07 October 2002

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The purpose of this study is to identify and document student beliefs and reasoning difficulties concerning topics related to astrobiology. This was accomplished by surveying over two thousand middle school, high school, and college (science and non-science majors) students. Students were surveyed utilizing student-supplied response questions focused on the definition of life and its limitations. Careful, inductive analysis of student responses revealed that the majority of students correctly identify that liquid water is necessary for life and that life forms can exist without sunlight. However, many students incorrectly state that life cannot survive without oxygen. Furthermore, when students are asked to reason about life in extreme environments, they most often cite complex organisms (such as plants, animals, and humans) rather than the more ubiquitous microorganisms. Results of this study were used to inform the development of astrobiology curriculum materials.
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01.40.ek Secondary school
01.40.-d Education
01.40.eg Elementary school
01.40.Fk Research in physics education
01.40.gb Teaching methods and strategies

Hints of a Fundamental Misconception in Cosmology

Edward E. Prather, Timothy F. Slater, and Erika G. Offerdahl

2002, AER, 1 (2), 28, doi:http://dx.doi.org/10.3847/AER2002003 | Cited 9 times

Online Publication Date: 09 October 2002

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To explore the frequency and range of student ideas regarding the Big Bang, nearly 1,000 students from middle school, secondary school, and college were surveyed and asked if they had heard of the Big Bang and, if so, to describe it. In analyzing their responses, we uncovered an unexpected result that more than half of the students who stated that they had heard of the Big Bang also provided responses that suggest they believe that the Big Bang was a phenomenon that organized pre-existing matter. To further examine this result, a second group of college students was asked specifically to describe what existed or occurred before, during, and after the Big Bang. Nearly 70% gave responses clearly stating that matter existed prior to the Big Bang. These results are interpreted as strongly suggesting that most students are answering these questions by employing an internally consistent element of knowledge or reasoning (often referred to as a phenomenological primitive, or p-prim), consistent with the idea that “you can’t make something from nothing.” These results inform the debate about the extent to which college students have pre-existing notions that are poised to interfere with instructional efforts about contemporary physics and astronomy topics.
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01.40.ek Secondary school
98.80.-k Cosmology
01.40.Fk Research in physics education

The Gender Gap in Cosmology: Results from a Small Case Study of Undergraduates

Elizabeth Miller

2002, AER, 1 (2), 35, doi:http://dx.doi.org/10.3847/AER2002004

Online Publication Date: 02 January 2003

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Survey tests given to astronomy students—most notably the Astronomy Diagnostic Test National Project conducted in 2001—have shown a sizeable gender gap: males score consistently higher than females on tests conducted before and after taking a given astronomy course. This article, based on confidential interviews with six undergraduate students (three males and three females) enrolled in an introductory astronomy course at the University of Maryland, focuses on identifying some of these gender differences. These interviews show that, relative to males, female students consistently estimate the scale of the universe to be smaller, especially outside the solar system; have less confidence about their answers, even when they are correct; and have less previous exposure to astronomy through reading, movies, and pre-college classes.
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01.40.-d Education
98.80.-k Cosmology
98.35.-a Characteristics and properties of the Milky Way galaxy
01.40.Fk Research in physics education

Birth of the Astronomy Diagnostic Test: Prototest Evolution

Michael Zeilik

2002, AER, 1 (2), 46, doi:http://dx.doi.org/10.3847/AER2002005 | Cited 8 times

Online Publication Date: 13 January 2003

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The Astronomy Diagnostic Test (ADT) version 2 is the first research-based conceptual assessment developed for use in undergraduate introductory astronomy classrooms. Here I present the background of the development of earlier versions of the ADT as a basis for understanding the effort leading up to the ADT 2.
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01.40.-d Education
01.40.G- Curricula and evaluation
01.40.Fk Research in physics education
01.40.gb Teaching methods and strategies

Educational Science CD-ROM Utilization

Rebecca Knudsen

2002, AER, 1 (2), 53, doi:http://dx.doi.org/10.3847/AER2002006

Online Publication Date: 13 January 2003

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With the continuing push for instructional technology in our nation’s schools, many science institutions have risen to the challenge by developing and disseminating a variety of educational science CD-ROMs. Unfortunately, there has been little research to determine the characteristics of successful science educational CD-ROMs, leaving developers with little guidance in this costly endeavor. For this purpose, the NASA Solar System Exploration Education and Public Outreach (SSE E∕PO) Forum executed a research study on the utilization and effectiveness of science educational CD-ROMs, focusing on educational CD-ROMs developed by NASA. This study will highlight a number of barriers that impede educators from using CD-ROMs in the classroom, and provide guidelines for the development of quality educational CD-ROMs that will serve a need in the educational community.
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01.40.ek Secondary school
01.50.F- Audio and visual aids
01.40.G- Curricula and evaluation
01.40.-d Education
01.50.-i Educational aids
01.50.hv Computer software and software reviews
01.50.H- Computers in education

So What IS the Astronomy Major?

Juan Cabanela and Bruce Partridge

2002, AER, 1 (2), 67, doi:http://dx.doi.org/10.3847/AER2002007

Online Publication Date: 03 February 2003

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We present a statistical description of the astronomy major as it is offered in U.S. colleges and universities. There is substantial variation from institution to institution, but the physics requirements for the astronomy major are more uniform than the astronomy requirements. There is, on average, little difference between the requirements for the major in four-year colleges and in Ph.D.-granting institutions.

Misconceptions Scientists Often Have About the K-12 National Science Education Standards

Cherilynn A. Morrow

2002, AER, 1 (2), 85, doi:http://dx.doi.org/10.3847/AER2002008 | Cited 1 time

Online Publication Date: 10 February 2003

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This paper exposes and addresses seven misconceptions scientists often have about the National Research Council’s (NRC) National Science Education Standards (NSES). These misconceptions were encountered during the course of three different types of Educational activities that have brought scientists into contact with the standards. The NRC standards represent a key element of science Education reform that challenges educators to develop and facilitate an inquiry-based learning process with “students as scientists.” Scientists’ deep experience of science and how science is practiced is potentially of enormous value in support of this process. Misconceptions scientists have about the NRC Science Education Standards inhibit the degree to which scientists may be of service. The misconceptions described here can be addressed effectively through self-study, experience in inquiry-based classrooms, participation in workshops, and partnerships with expert educators.
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Teaching Astronomy with Science Fiction: A Resource Guide

Andrew Fraknoi

2002, AER, 1 (2), 112, doi:http://dx.doi.org/10.3847/AER2002009 | Cited 1 time

Online Publication Date: 11 February 2003

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One of the great challenges of teaching modern astronomy is that many of the concepts seem abstract and removed from everyday experience. One way to make astrophysical ideas become more concrete and easy to visualize is to introduce your students to science fiction stories based on accurate science.
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01.40.-d Education
01.30.-y Physics literature and publications
01.75.+m Science and society
01.40.gb Teaching methods and strategies
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Twelve Bad Words

David Morrison

2002, AER, 1 (2), 122, doi:http://dx.doi.org/10.3847/AER2002010 | Cited 2 times

Online Publication Date: 15 October 2002

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Almost everyone has encountered the problems of acronyms and other technical jargon. Those of us who teach or give public presentations learn to avoid most such specialized technical terms, or else to define them carefully. Somewhat less well understood is the problem of using familiar words in unfamiliar ways. Here the dangers of miscommunication are actually greater, because the listeners (or readers) may think they understand the term when they do not. It is relatively straightforward to ask questions or look up a word when someone uses jargon that we are not familiar with. More pernicious are situations where we think we are communicating but are not.
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01.40.-d Education
01.52.+r National and international laboratory facilities
01.75.+m Science and society
01.40.gb Teaching methods and strategies
01.30.M- Textbooks

Tolerance for Astrology?

Michael C. LoPresto

2002, AER, 1 (2), 125, doi:http://dx.doi.org/10.3847/AER2002011 | Cited 1 time

Online Publication Date: 26 November 2002

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Abstract Unavailable
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01.40.-d Education
01.40.Di Course design and evaluation
01.70.+w Philosophy of science
01.65.+g History of science
01.52.+r National and international laboratory facilities
01.75.+m Science and society
01.30.-y Physics literature and publications
01.40.gb Teaching methods and strategies
01.30.M- Textbooks
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Letter to the Editor: Comment on Jay Pasachoff’s Article, “What Should College Students Learn?”

Jeff Goldader

2002, AER, 1 (2), 134, doi:http://dx.doi.org/10.3847/AER2002012 | Cited 1 time

Online Publication Date: 14 October 2002

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Abstract Unavailable
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