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December 2012

Volume 11, Issue 1, Articles (01xxxx)

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Urban Middle-School Science Teachers Beliefs about the Influence of Their Astronomer-Educator Partnerships on Students’ Astronomy Learner Characteristics

Rommel J. Miranda

2012, AER, 11 (1), 010101, doi:http://dx.doi.org/10.3847/AER2011038

Online Publication Date: 23 January 2012

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This qualitative study investigates the extent to which urban middle-school science teachers’ beliefs about their students’ astronomy learner characteristics were influenced by their partnership with an astronomer in their classroom. Twelve urban middle-school science teachers were interviewed after their participation in Project ASTRO during the 2009–2010 academic year using semistructured, in-depth interview techniques. Constant comparative analysis was used to analyze the interview transcripts. Themes that emerged from the data were formulated in relation to the study’s grand tour research question. The findings suggest that teachers believed that their partnership with an astronomer largely influenced their students’ level of motivation and increased their students’ level of questioning. Teachers also believed that their astronomer partner positively enhanced their students’ learning experiences in astronomy by making the subject area more realistic, relevant, and scientifically rigorous. Additionally, the study showed that teachers believed that their partnership with an astronomer in their classroom positively affected their students’ behaviors and attitudes in middle-achieving and high-achieving schools. The study further revealed that partnering with an astronomer had a relatively minor impact on urban middle-school science teachers’ beliefs about their students’ mathematical cognitive ability. The implications of these findings suggest that astronomer-educator partnerships may enhance urban middle-school students’ learning experiences in astronomy and promote their engagement with science. However, new educational approaches need to be developed and assessed to help bolster students’ understanding of astronomy, especially in low-achieving urban school settings.
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01.40.ek Secondary school
01.40.Di Course design and evaluation
01.40.Fk Research in physics education
01.40.gb Teaching methods and strategies

Improving Student Attitudes about Learning Science and Student Scientific Reasoning Skills

Douglas K. Duncan and Leilani Arthurs

2012, AER, 11 (1), 010102, doi:http://dx.doi.org/10.3847/AER2009067

Online Publication Date: 24 January 2012

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Student attitudes about learning science and student ideas about the nature of science were compared at the end of two astronomy courses taught in Fall 2007, a course with a traditional astronomy curriculum and a transformed course, whose traditional astronomy curriculum was supplemented by an embedded curriculum that explicitly addressed the nature of science and student metacognition (i.e., thinking about one’s own thinking.) The embedded curriculum in the transformed course gave students practice at evaluating examples of valid science and pseudoscience found on the internet; it also provided students opportunities to discuss what they think about learning science. Student attitudes and ideas were assessed using the epistemological beliefs assessment for physical science (EBAPS) survey, interviews, and written responses to an open-ended exam question. Our results indicate that the embedded curriculum led the majority of students in the transformed course to think that anyone can learn science, whereas a majority of students in the traditional course thought that only individuals with innate abilities can learn science and think scientifically. Students in the transformed course also reported much more confidence in their ability to evaluate the scientific validity of information found on the internet. Furthermore, students from the transformed course valued making sense of science more than students from the traditional course. The embedded curriculum could readily be used in any course for nonscience majors, not just introductory astronomy.
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01.40.-d Education
01.40.Fk Research in physics education
01.40.G- Curricula and evaluation

A Study of General Education Astronomy Students’ Understandings of Cosmology. Part III. Evaluating Four Conceptual Cosmology Surveys: An Item Response Theory Approach

Colin S. Wallace, Edward E. Prather, and Douglas K. Duncan

2012, AER, 11 (1), 010103, doi:http://dx.doi.org/10.3847/AER2011031

Online Publication Date: 02 February 2012

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This is the third of five papers detailing our national study of general education astronomy students’ conceptual and reasoning difficulties with cosmology. In this paper, we use item response theory to analyze students’ responses to three out of the four conceptual cosmology surveys we developed. The specific item response theory model we use is known as the partial credit model. Since readers may be unfamiliar with the partial credit model, we provide a pedagogical introduction to this model. We use the partial credit model to assess the reliabilities of the four survey forms and to determine the probabilities of students achieving different scores on survey items.
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01.50.-i Educational aids
02.50.Cw Probability theory
95.80.+p Astronomical catalogs, atlases, sky surveys, databases, retrieval systems, archives, etc.
98.80.Jk Mathematical and relativistic aspects of cosmology

A Study of General Education Astronomy Students’ Understandings of Cosmology. Part IV. Common Difficulties Students Experience with Cosmology

Colin S. Wallace, Edward E. Prather, and Douglas K. Duncan

2012, AER, 11 (1), 010104, doi:http://dx.doi.org/10.3847/AER2011032

Online Publication Date: 02 February 2012

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This is our fourth paper in our five paper series describing our national study of general education astronomy students’ conceptual and reasoning difficulties with cosmology. While previous papers in this series focused on the processes by which we collected and quantitatively analyzed our data, this paper presents the most common pre-instruction conceptual and reasoning difficulties identified from our qualitative analysis of students’ written responses. We discuss students’ naïve ideas about the expansion and evolution of the universe, the Big Bang, interpreting Hubble plots, and the evidence for dark matter in spiral galaxies.
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01.40.Di Course design and evaluation
98.80.Bp Origin and formation of the Universe

Student Understanding of Gravity in Introductory College Astronomy

Kathryn E. Williamson and Shannon Willoughby

2012, AER, 11 (1), 010105, doi:http://dx.doi.org/10.3847/AER2011025

Online Publication Date: 12 March 2012

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Twenty-four free-response questions were developed to explore introductory college astronomy students’ understanding of gravity in a variety of contexts, including in and around Earth, throughout the solar system, and in hypothetical situations. Questions were separated into three questionnaires, each of which was given to a section of introductory college astronomy with 143, 137, and 32 respondents, respectively. Combined with 15 interviews, the exploratory, open-response format allowed themes to emerge naturally, with both documented and undocumented misconceptions observed. The breadth of questions allowed for descriptions of possible student mental frameworks, including alternative models and misapplication of the scientific model.
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01.40.-d Education
01.40.G- Curricula and evaluation

Space to Grow: LCOGT.net and Improving Science Engagement in Schools

Lena Danaia, David McKinnon, Quentin Parker, Michael Fitzgerald, and Paul Stenning

2012, AER, 11 (1), 010106, doi:http://dx.doi.org/10.3847/AER2012007

Online Publication Date: 14 May 2012

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Space to Grow is an Australian Research Council Grant that engages high school students in real science and supports their teachers in implementing inquiry-based approaches using astronomy as the focus. Currently, Grade 9–12 students and their science teachers from three educational jurisdictions in one Australian state are acquiring, and making scientific use of, observational data from the 2-m Faulkes Telescopes owned by Las Cumbres Observatory Global Telescope Network. Data are being collected to investigate the impact of the project on students and teachers. Some investigations have led students to work with astronomers to publish their results in the astronomical literature.
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01.40.-d Education
01.50.Qb Laboratory course design, organization, and evaluation
01.40.ek Secondary school
01.40.Fk Research in physics education

A Classical Test Theory Analysis of the Light and Spectroscopy Concept Inventory National Study Data Set

Wayne M. Schlingman, Edward E. Prather, Colin S. Wallace, Alexander L. Rudolph, and Gina Brissenden

2012, AER, 11 (1), 010107, doi:http://dx.doi.org/10.3847/AER2012010

Online Publication Date: 22 June 2012

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This paper is the first in a series of investigations into the data from the recent national study using the Light and Spectroscopy Concept Inventory (LSCI). In this paper, we use classical test theory to form a framework of results that will be used to evaluate individual item difficulties, item discriminations, and the overall reliability of the LSCI. We perform an analysis of individual students’ normalized gains, providing further insight into the prior results from this data set. This investigation allows us to better understand the efficacy of measuring student achievement using the LSCI. Future papers will discuss our investigation of the data from the recent national study using item response theory (IRT).
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01.40.Fk Research in physics education

Digital Devices, Distraction, and Student Performance: Does In-Class Cell Phone Use Reduce Learning?

Douglas K. Duncan, Angel R. Hoekstra, and Bethany R. Wilcox

2012, AER, 11 (1), 010108, doi:http://dx.doi.org/10.3847/AER2012011

Online Publication Date: 31 July 2012

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The recent increase in use of digital devices such as laptop computers, iPads, and web-enabled cell phones has generated concern about how technologies affect student performance. Combining observation, survey, and interview data, this research assesses the effects of technology use on student attitudes and learning. Data were gathered in eight introductory science courses at a major university. Results show a significant negative correlation between in-class phone use and final grades, with use of cell phones corresponding to a drop of 0.36 ± 0.08 on a 4-point scale where 4.0 = A. These findings are consistent with research (Ophir, Nass, and Wagner 2009, Proceedings of the National Academy of Sciences, 106, 15583) suggesting students cannot multitask nearly as effectively as they think they can. While 75% of students reported regular cell phone use, observation suggests undergraduates typically underreport the frequency of their in-class use of digital devices.
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01.40.-d Education
01.40.Fk Research in physics education
01.40.gb Teaching methods and strategies

Factors Contributing to Amateur Astronomers’ Involvement in Education and Public Outreach

Victor Yocco, Eric C Jones, and Martin Storksdieck

2012, AER, 11 (1), 010109, doi:http://dx.doi.org/10.3847/AER2011040

Online Publication Date: 13 August 2012

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Amateur astronomers play a critical role engaging the general public in astronomy. The role of individual and club-related factors is explored using data from two surveys (Survey 1 N = 1142; Survey 2 N = 1242) of amateur astronomers. Analysis suggests that formal or informal training in astronomy, age, club membership, length of club membership, and participation in club service are factors that contribute to the likelihood of an amateur engaging in education and public outreach. Sex (male or female) and club service were found to influence the level of outreach amateurs engage in. Interventions designed to increase amateur involvement in education and public outreach should consider these factors.
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95.90.+v Historical astronomy and archaeoastronomy; and other topics in fundamental astronomy and astrophysics; instrumentation, techniques, and astronomical observations
01.75.+m Science and society

A Life in the Universe Survey

Michael C. LoPresto and Jennifer Hubble-Zdanowski

2012, AER, 11 (1), 010110, doi:http://dx.doi.org/10.3847/AER2012020

Online Publication Date: 30 August 2012

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The “Life in the Universe Survey” is a twelve-question assessment instrument. Largely based on the factors of the Drake equation, it is designed to survey students’ initial estimates of its factors and to gauge how estimates change with instruction. The survey was used in sections of a seminar course focusing specifically on life in the universe where it was designed and validated as well as in sections of introductory astronomy where life in the universe is only a single topic covered at the end of the semester.
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01.50.-i Educational aids
95.90.+v Historical astronomy and archaeoastronomy; and other topics in fundamental astronomy and astrophysics; instrumentation, techniques, and astronomical observations
98.80.-k Cosmology

Non-Scientific Beliefs Among Undergraduate Students

Chris Impey, Sanlyn Buxner, and Jessie Antonellis

2012, AER, 11 (1), 010111, doi:http://dx.doi.org/10.3847/AER2012016

Online Publication Date: 29 October 2012

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A survey of over 11 000 undergraduate students' knowledge and attitudes related to science and technology over a 22-year period included statements that probed faith-based beliefs and various aspects of pseudoscience belief and superstition. The results reveal that nonscientific ways of thinking are resistant to formal instruction, changing surprisingly little over the course of a college career that typically includes three science courses. The level of basic science knowledge among undergraduates is only weakly coupled to attitudes towards pseudoscience, and it coexists with attitudes and beliefs that are faith-based. These results provide a challenge for educators who seek to improve the generally low level of science literacy among college graduates and members of the general public.
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01.70.+w Philosophy of science
01.40.-d Education
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Preparing Undergraduates for Research Careers: Using Astrobites in the Classroom

Nathan E. Sanders, Susanna Kohler, Elisabeth Newton, and Astrobites Collaboration

2012, AER, 11 (1), 010201, doi:http://dx.doi.org/10.3847/AER2012030

Online Publication Date: 20 August 2012

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Because undergraduate participation in research is a longstanding and increasingly important aspect of the career path for future scientists, students can benefit from additional resources to introduce them to the culture and process of research. We suggest the adoption of the web resource Astrobites as a classroom tool to increase the preparation of undergraduate physics and astronomy students for careers in research. We describe the content and development of the website, discuss previous university courses that have made use of Astrobites, and suggest additional strategies for using Astrobites in the classroom.
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01.40.-d Education
01.40.gb Teaching methods and strategies
01.50.H- Computers in education

Experiential Education on the Edge: SETI Activities for the College Classroom

Anthony Crider and Anthony Weston

2012, AER, 11 (1), 010202, doi:http://dx.doi.org/10.3847/AER2012033

Online Publication Date: 04 October 2012

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In a sophomore-level, interdisciplinary honors class, we introduced students to the Search for Extraterrestrial Intelligence through assigned readings, student presentations, classroom discussions, and multiple experiential activities. In this paper, we present four of these novel experiential activities. In the first, students suddenly find themselves trying to make contact with an unknown person who is simultaneously trying to contact them. The second is a course-long role-playing exercise patterned after a “first contact” simulation held annually at the CONTACT: Culture of the Imagination conferences. The third and fourth are parts of a unique final exam where students must respond as a group to two surreal encounters, one being a “2001”-style monolith that shows up, as in the film, entirely without warning or instructions. For the final, we also developed an assessment rubric appropriate for this kind of open-ended test. We conclude by discussing recommendations for implementing similar experiential education activities, both specifically and in spirit, in other classes.
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01.40.-d Education
91.62.Fc Astrobiology and extraterrestrial materials
01.50.Pa Laboratory experiments and apparatus
01.40.gb Teaching methods and strategies
01.50.Kw Techniques of testing
01.40.G- Curricula and evaluation

The Hetu'u Global Network: Measuring the Distance to the Sun Using the June 5th/6th Transit of Venus

Jacqueline K. Faherty, David R. Rodriguez, and Scott T. Miller

2012, AER, 11 (1), 010203, doi:http://dx.doi.org/10.3847/AER2012035

Online Publication Date: 30 November 2012

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In the spirit of historic astronomical endeavors, we invited school groups across the globe to collaborate in a solar distance measurement using the rare June 5/6th transit of Venus. In total, we recruited 19 school groups spread over 6 continents and 10 countries to participate in our Hetu'u Global Network. Applying the methods of French astronomer Joseph-Nicolas Delisle, we used individual second and third Venus-Sun contact times to calculate the distance to the Sun. Ten of the sites in our network had amiable weather; 8 of which measured second contact and 5 of which measured third contact leading to consistent solar distance measurements of 152 ± 30 million km and 163 ± 30 million km, respectively. The distance to the Sun at the time of the transit was 152.25 million km; therefore, our measurements are also consistent within 1σ of the known value. The goal of our international school group network was to inspire the next generation of scientists using the excitement and accessibility of a rare astronomical event. In the process, we connected hundreds of participating students representing a diverse, multicultural group with differing political, economic, and racial backgrounds.
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01.40.ek Secondary school
01.40.-d Education
01.75.+m Science and society
96.00.00 Solar system; planetology
01.65.+g History of science
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Resources for Responding to Doomsday 2012: An Annotated Guide

Andrew Fraknoi

2012, AER, 11 (1), 010301, doi:http://dx.doi.org/10.3847/AER2012021

Online Publication Date: 20 August 2012

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Educators at all levels and in all settings are getting questions these days about the approaching “end of the world” catastrophes supposedly coming in December 2012. This resource guide provides a selection of useful resources for responding to student and public questions in this arena.
The latest internet myth to gain traction is the notion that the world will experience a dire catastrophe on the winter solstice (December 21) 2012, either from collision with a (mythical) planet called Nibiru or from some other astronomical cause. A large number of books and web sites have touted this notion for a while, as have documentaries on the History Channel and other cable channels that should know better. In 2009, the producers of a major movie thriller, called “2012,” spent quite a bit of money on a huge advertising campaign that seared images of catastrophe in the public mind, even setting up a fake web site purporting to show the science behind the idea.
As a result of all this media publicity, lots of people are worried and are asking astronomers about Doomsday 2012. David Morrison (at NASA Ames and the SETI Institute) has coined the term “cosmophobia” for the fear of astronomical disasters, and it appears that cosmophobia is significantly on the rise, despite the absence of any real evidence that 2012 will be a worse time for possibilities of cosmic disaster than any other year.
Here are a few selected web and written resources that give clear answers to questions about the 2012 myth from the scientific and archaeological perspective.
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01.75.+m Science and society
01.70.+w Philosophy of science
01.65.+g History of science

A Multi-Institutional Investigation of Students’ Preinstructional Ideas About Cosmology

Janelle M. Bailey, Kim Coble, Geraldine Cochran, Donna Larrieu, Roxanne Sanchez, and Lynn R. Cominsky

2012, AER, 11 (1), 010302, doi:http://dx.doi.org/10.3847/AER2012029

Online Publication Date: 25 September 2012

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In order to improve instruction in introductory astronomy, we are investigating students’ preinstructional ideas about a number of cosmology topics. This article describes one aspect of this large research study in which 1270 students responded to a subset of three questions each from a larger set of questions about the following areas: definition of a light-year and the structure, composition, and evolution of the Universe. Within structure, we investigated students’ ideas about definitions or descriptions of Solar System, Galaxy, Universe, and the relationships among them. Composition included the formation of chemical elements, dark matter, and dark energy, while evolution focused on the Big Bang Theory, age of the Universe, and how the Universe changes over time. Responses were iteratively coded for common themes. Major findings demonstrate that students commonly misidentify the light-year as a measurement of time, and that they provide incomplete definitions of common objects (Solar System, Galaxy) and the Universe itself, often conflating the terms. Generally speaking, students have little understanding of dark matter or dark energy, providing definitions that are superficial or do not answer the question. Consistent with previous research, we found students view the Big Bang as an explosion. Students’ ideas about the age of the Universe range from millions to trillions of years, but some students believe the Universe to be infinitely old. For both the age of the Universe and the Big Bang Theory, students are not familiar with the scientific evidence that exists, and in some cases do not believe such evidence can exist. Finally, students’ understanding of how the Universe changes over time is based largely on smaller changes of objects within it (e.g., stellar evolution) or the motions of objects (e.g., planetary orbits). These and other ideas provide fodder—both scientifically accurate and inaccurate—on which to build effective instruction. Particular attention should be paid to areas in which words that are used differently between our everyday vernacular and scientific language can create or reinforce alternative conceptions.
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01.40.-d Education
98.80.-k Cosmology
01.40.Fk Research in physics education

Music Inspired by Astronomy: A Resource Guide Organized by Topic

Andrew Fraknoi

2012, AER, 11 (1), 010303, doi:http://dx.doi.org/10.3847/AER2012043

Online Publication Date: 26 November 2012

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This annotated resource guide presents 133 pieces of music inspired by astronomical ideas, discoveries, or history, organized in 22 subject categories. Both classical and popular music are included, but only when a clear connection to astronomy could be established. Depending on your musical tastes, you are likely to find some pieces resonating with you and others like the squeaking noise on a blackboard when chalk is held at the wrong angle. But some of the ideas and analogies the pieces represent may intrigue you and your students. Only music available on CD is included, so that educators who want to use some of these in the classroom can purchase a legal copy. A short appendix lists a number of astronomers who have recorded songs and self-published them.
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01.40.eg Elementary school
01.40.ek Secondary school
01.40.-d Education
01.75.+m Science and society
01.50.-i Educational aids
01.50.F- Audio and visual aids
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