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Volume 2

Issue 2 | September 2003 | pp. 1-205

Issue 1 | February 2003 | pp. 1-154

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February 2003

Volume 2, Issue 1, pp. 1-154

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RESEARCH AND APPLICATIONS

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The Invisible Universe Online: Design of a Distance-learning Astronomy Course for Secondary Science Teachers

John M. Keller and Timothy F. Slater

2003, AER, 2 (1), 1, doi:http://dx.doi.org/10.3847/AER2003001 | Cited 2 times

Online Publication Date: 28 April 2003

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This paper presents the course structure for the Invisible Universe Online, an Internet-delivered distance-learning course for secondary science teachers that focuses on astronomical origins and multiwavelength astronomy. Developed through support by the Stratospheric Observatory for Infrared Astronomy (SOFIA) and the Space Infrared Telescope Facility (SIRTF) Education and Public Outreach programs, the course was implemented to test approaches to distance learning for use in future teacher flight training for SOFIA. The paper provides an overview and details of the structure of the course, with the intent of providing a model for astronomy and science educators interested in developing online courses for science teachers. A related paper appearing in the AER (Keller & Slater 2003) provides a preliminary evaluation of the course and describes several lessons learned through its design and implementation. The course Web site is http:∕∕btc.montana.edu∕ceres∕origin-s∕SP02∕.

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01.40.ek	Secondary school
01.40.G-	Curricula and evaluation
01.40.-d	Education
01.40.J-	Teacher training
01.40.gb	Teaching methods and strategies
01.50.H-	Computers in education

Select this Article		The Invisible Universe Online: Evaluation Summary of a Distance-learning Astronomy Course for Secondary Science Teachers John M. Keller and Timothy F. Slater 2003, AER, 2 (1), 16, doi:http://dx.doi.org/10.3847/AER2003002 \| Cited 3 times Online Publication Date: 28 April 2003 Full Text: Read Online (HTML) \| Download PDF
	+ -	Show Abstract This paper presents the evaluation summary for the Invisible Universe Online, an Internet-delivered distance-learning course for secondary science teachers, which focuses on astronomical origins and multiwavelength astronomy. Developed through support by the Stratospheric Observatory for Infrared Astronomy (SOFIA) and the Space Infrared Telescope Facility Education and Public Outreach (SIRTF EPO) programs, the course was implemented to test approaches to distance learning for use in future teacher flight training for SOFIA. This paper provides an overview of the strategy used for course evaluation, along with an extensive summary of the results of this evaluation and description of lessons learned through the development and implementation of the course. A related paper also appearing in AER (Keller & Slater 2003) provides a detailed overview of the course content and structure. The course Web site is http:∕∕btc.montana.edu∕-ceres∕origins∕SP02∕.

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Activities-based Astronomy: An Evaluation of an Instructor’s First Attempt and its Impact on Student Characteristics

William J. Straits and R. Russell Wilke

2003, AER, 2 (1), 46, doi:http://dx.doi.org/10.3847/AER2003003 | Cited 12 times

Online Publication Date: 28 April 2003

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This study assessed the effectiveness of an instructor’s first attempt at an activities-based, non-majors astronomy course. Although students in this course performed as well as those in a lecture-based course, students in the activity-based course had a significant reduction in their self-efficacy with regard to science. Findings suggest that activities were most effective when they helped students to visualize spatial relationships, provided equal opportunity for engagement, and were clearly related to course content. However, activities often led to student confusion regarding the relevancy of activities to course content, the importance of information presented, and the connection between class and textbook information.

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01.40.-d	Education
01.50.Pa	Laboratory experiments and apparatus
01.40.Fk	Research in physics education

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Research into Students’ Views About Basic Physics Principles in a Weightless Environment

Zeynep Gürel and Hatice Acar

2003, AER, 2 (1), 65, doi:http://dx.doi.org/10.3847/AER2003004 | Cited 1 time

Online Publication Date: 12 May 2003

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In this research project, students are asked to explain what they think would occur if some everyday events were to take place in a weightless environment. The purpose of the study is to investigate: 1) whether students can understand the concept of “weightlessness;” and 2) how the level of understanding of such events develops as students progress from high school to college. We have investigated the nature of students’ perceptions of the weightlessness concept by asking four open-ended questions and by conducting semi-structured interviews in the case of incomplete answers. The results show that most students lack a sense of “order of magnitude” when they imagine an experience different from what they are familiar with in daily life. We also describe the mental images that the students form, and the physical relations that the students infer from these images.

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01.40.ek	Secondary school
01.40.-d	Education
01.40.Fk	Research in physics education

Select this Article		An Examination of Misconceptions in an Astronomy Course for Science, Mathematics, and Engineering Majors Michael Zeilik and Vicky J. Morris 2003, AER, 2 (1), 101, doi:http://dx.doi.org/10.3847/AER2003005 \| Cited 3 times Online Publication Date: 28 July 2003 Full Text: Read Online (HTML) \| Download PDF
	+ -	Show Abstract Using validated diagnostic questions (early versions of the Astronomy Diagnostic Test [ADT]), we identified misconceptions and tracked conceptual gains in two non-traditional college-level astronomy courses for science, mathematics, and engineering (SME) majors. We found large and robust gains overall, comparable to those in a non-traditional introductory course for non-SME students. We also discovered some disturbing misconceptions among the SME students, many of which are the same as those exhibited by non-SME majors. For both majors and non—majors, an attitude survey demonstrated a positive incoming belief that did not alter over one semester, but the SME majors did have higher (more positive) initial scores.

INNOVATION

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A New Graduate Space Science Course for Urban Elementary and Middle School Teachers at DePaul University in Chicago

Bernhard Beck-Winchatz and Jacqueline Barge

2003, AER, 2 (1), 120, doi:http://dx.doi.org/10.3847/AER2003006

Online Publication Date: 20 June 2003

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This paper focuses on a new graduate space science course for urban elementary and middle school teachers. The course combines science content with pedagogy and classroom applications and is co-taught by a university science faculty member and a K-12 science teacher. We found that teachers who try to bring space science to their classrooms face a number of challenges. These include lack of content knowledge, low expectation of the students’ behavior and cognitive abilities, lack of administrative support, regimentation and structure of teaching set up by the schools, and lack of time during the school day to learn from each other and share questions about science and teaching. We found that because we addressed these challenges as part of the course, many teachers were able to overcome them.

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01.40.ek	Secondary school
01.40.-d	Education
01.40.eg	Elementary school
01.40.J-	Teacher training
01.40.gb	Teaching methods and strategies

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Observational Research for All Students

Claud H. Sandberg Lacy

2003, AER, 2 (1), 129, doi:http://dx.doi.org/10.3847/AER2003007 | Cited 1 time

Online Publication Date: 24 June 2003

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Undergraduate Research Studies in Astronomy (URSA), a Web-based robotic observatory, has been in use for almost a year as part of an introductory astronomy laboratory for non-majors. The system was constructed from off-the-shelf components at a cost of around $25,000. About 500 students per year use URSA to do research-based mini-projects that follow a particular learning cycle model. Over 114,000 images have been obtained by the system to date for student and faculty research, some of which has been published. We discuss some of the lessons learned in this implementation and the extent to which our goals are being realized.

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01.40.-d	Education
95.55.-n	Astronomical and space-research instrumentation
01.50.Lc	Laboratory computer use
01.50.Pa	Laboratory experiments and apparatus
01.50.Qb	Laboratory course design, organization, and evaluation

Select this Article		Beyond the One-Hour Outreach Talk: Introducing a Reading and Writing Program into a High School Science Class Douglas L. Ratay, Ashley Schairer, Catherine A. Garland, and Cynthia Gomez-Martin 2003, AER, 2 (1), 138, doi:http://dx.doi.org/10.3847/AER2003008 \| Cited 4 times Online Publication Date: 25 July 2003 Full Text: Read Online (HTML) \| Download PDF
	+ -	Show Abstract We present a discussion of a newly implemented one-year program that brings high-level science reading and writing into a remedial high school science class. In the program, articles from publications such as Scientific American and Astronomy magazines are used to teach current science topics and to reinforce reading and writing skills. These skills are critical for general knowledge, literacy, and for passing state standardized tests. Members of the astronomy community act as “writing coaches” to help guide the students through the reading and writing process. This program illustrates one way that astronomers can become involved with underserved populations.

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How Big Science Gets Funded—An Introduction for Students to the Politics of Space Science Funding

Richard Thompson, Jr.

2003, AER, 2 (1), 144, doi:http://dx.doi.org/10.3847/AER2003009 | Cited 1 time

Online Publication Date: 04 August 2003

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A collaborative group project for non-science majors is described, which introduces students to the processes and politics involved in securing funding for big ticket space science missions. In this project, student groups represent research teams that have to make pleas for funding before a “congressional committee” composed of non-science faculty. Students are assigned actual projects (such as the Terrestrial Planet Finder or the Mission to Pluto) and are placed in direct competition for funds with other projects of similar goals. An additional student group plays the role of congressional staffers with responsibility for briefing their faculty congressperson on all of the competing projects that will be presented. The project will be discussed in terms of its benefits for student learning and the areas that tended to limit the overall success of the project.

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