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Astronomy Education Review / Volume 11 / Issue 1 / RESOURCES

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

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

Published 25 September 2012

Janelle M. Bailey and Roxanne Sanchez

University of Nevada, Las Vegas, Las Vegas, Nevada 89154-3005

Kim Coble and Donna Larrieu

Chicago State University, Chicago, Illinois 60628

Geraldine Cochran

Florida International University, Miami, Florida 33199

Lynn R. Cominsky

Sonoma State University, Rohnert Park, California 94928-3609

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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.

© 2012 The American Astronomical Society

KEYWORDS and PACS

Keywords

cosmology, dark energy, dark matter, Galaxy, physics education, solar system, College nonmajors, College majors, Cosmology, Research into teaching/learning

PACS

PUBLICATION DATA

ISSN

1539-1515 (online)

Publisher

$abstract.society.value is a Member of CrossRef The American Astronomical Society

ARTICLE DATA

History
Received 14 July 2012
Accepted 10 August 2012
Published online 25 September 2012
Digital Object Identifier
http://dx.doi.org/10.3847/AER2012029

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Figures (9) Tables (4)

Figures (click on thumbnails to view enlargements)

FIG.1
Response to question B*3 from #1012, Description: AE; Age: NA/IN, 7; Evidence: Th, CK.

FIG.1 Download High Resolution Image (.zip file) | Export Figure to PowerPoint

FIG.2
Response to question B2 from #8026, Description: Y; Age: 5; Evidence: BB.

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FIG.3
Themes from questions on the definition of a light-year (E2 and F2) (N = 443). Labels to the right of each bar indicate the number of responses within the given category.

FIG.3 Download High Resolution Image (.zip file) | Export Figure to PowerPoint

FIG.4
Themes from “explain your selection” on the definition of a light-year multiple-choice question (D2) (N = 220). Labels to the right of each bar indicate the number of responses within the given category. †For example, “relates to how long light takes to travel the distance.” *In these three categories, responses were not much more than a repeat of the question—no new information was provided. **For example, “‘year’ or (light) in is the word.”

FIG.4 Download High Resolution Image (.zip file) | Export Figure to PowerPoint

FIG.5
Themes from questions on the definition of the Big Bang Theory (N = 219). Labels to the right of each bar indicate the number of responses within the given category.

FIG.5 Download High Resolution Image (.zip file) | Export Figure to PowerPoint

FIG.6
Themes from questions on the evidence for the Big Bang Theory (N = 219). Labels to the right of each bar indicate the number of responses within the given category.

FIG.6 Download High Resolution Image (.zip file) | Export Figure to PowerPoint

FIG.7
Themes from questions on the age of the Universe (N = 239). Labels to the right of each bar indicate the number of responses within the given category.

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FIG.8
Themes from questions on how astronomers know the age of the Universe (N = 239). Labels to the right of each bar indicate the number of responses within the given category.

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FIG.9
Themes from questions on evolution of Universe over time (N = 224). Labels to the right of each bar indicate the number of responses within the given category.

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Tables

Table I. The SSR survey questions

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Table II. An example of thematic codes from analysis of question(s) B*3 and B2

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Table III. Categorization of SSRs for question A1 (N = 199)

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Table IV. Definitions of terms from recent textbooks

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