Browse - Astronomy Education Review

Select this Article		What Do Teachers See in an “Exemplary” Astronomy Video? Cresencia Fong, John R. Percy, and Earl Woodruff 2004, AER, 3 (1), 1, doi:http://dx.doi.org/10.3847/AER2004001 Online Publication Date: 02 August 2004 Full Text: Read Online (HTML) \| Download PDF
	+ -	Show Abstract This study explores the use of video presentation of exemplary astronomy teaching as a teacher professional development tool. A qualitative∕quantitative hybrid design was used to collect data on the video elements that 11 preservice and 11 experienced elementary teachers attended to as they observed such videos. Results suggest that teachers rarely recognize the exemplary practice presented to them as being “exemplary.” Furthermore, teaching experience significantly influences how a teacher interprets exemplary practice vignettes. There is some evidence to suggest that instructing teachers to seek out exemplary practice aids them in attending to the underlying functions of the methodology presented.

Select this Article

Insights from a Survey of Astronomy Instructors in Community and Other Teaching-Oriented Colleges in the United States

Andrew Fraknoi

2004, AER, 3 (1), 7, doi:http://dx.doi.org/10.3847/AER2004002

Online Publication Date: 26 March 2004

Full Text: Read Online (HTML) | Download PDF

Abstract Unavailable

+

Show PACS

01.40.-d	Education
01.85.+f	Careers in physics and science
01.40.J-	Teacher training

Select this Article		Assessment of an Internet-Delivered Interactive Approach to Introductory Astronomy for Non–Science Majors Timothy F. Slater and Lauren V. Jones 2004, AER, 3 (1), 17, doi:http://dx.doi.org/10.3847/AER2004003 \| Cited 1 time Online Publication Date: 05 October 2004 Full Text: Read Online (HTML) \| Download PDF
	+ -	Show Abstract This project explores the effectiveness of learner-centered education (LCE) principles and practices on student learning and attitudes in an online interactive introductory astronomy course for non-science majors by comparing a high-quality Internet-delivered course with a high-quality on-campus course, both of which are based on the principles of LCE. To date, there have been numerous comparisons of conventional lecture courses with distance-learning courses described in the literature, which show little significant difference between the two learning environments. A careful review suggests that these are often noninteractive lecture courses, compared with traditional reading and correspondence courses in which assignments are submitted via e-mail. In contrast, this study compares an interactive Internet-delivered course with a learner-centered on-campus course, both of which use highly interactive teaching techniques characteristic of LCE. To do this, we created a hypermedia learning experience for introductory astronomy that matches Internet technology with how people learn. This course weaves multimedia visualizations into a structured learning environment by breaking down complex concepts into bite-sized pieces. Each cognitive piece contains hyperlinks that explain all terms. Illustrations consist of high-resolution images, animations, and videos that students manipulate to answer questions. Each module helps students engage in the pursuit of learning astronomy by providing activities in which students use astronomical data. Learners are required to answer premodule questions—not as multiple-choice questions, but as written narratives—about the concept under study to make their knowledge explicit. At the conclusion stage, students compare new ideas with their initial answers and evaluate various alternative explanations. We find that although this innovative course accomplishes its goals and students achieve an acceptable level of achievement, the high-quality on-campus course experience yields significantly higher achievement gains.

Select this Article

Exploring the Universe Together: Cooperative Quizzes With and Without a Classroom Performance System in Astronomy 101

Gene G. Byrd, Susanna Coleman, and Charles Werneth

2004, AER, 3 (1), 26, doi:http://dx.doi.org/10.3847/AER2004004 | Cited 4 times

Online Publication Date: 24 May 2004

Full Text: Read Online (HTML) | Download PDF

+

Show Abstract

Our University of Alabama introductory astronomy course has large enrollments, with the usual problems of low attendance and students putting off studying until just before major exams—with predictable consequences. We tried one strategy—cooperatively answering quiz questions—during our May 2002 interim term. Classes were long: three hours a day over three weeks. Before midclass break, we presented a multiple-choice open-book-and-notes quiz to be answered after the break. Quizzes could increase grades without excessively diluting the importance of closed—book major exams. The interim 2002 final exam average was 80%, much better than the 2001 class average of 57%. During a regular semester, handing out and taking up papers would take up much time during the more frequent classes. It’s also more interesting if students vote for different answers together, then see the correct answer. We obtained funds for a Classroom Performance System (CPS) consisting of two computer receiver units, a hub, and 128 TV remote-style response pads. We used the CPS during interim 2003. Ease of giving quizzes and grading permitted two shorter quizzes a day. Improvement was maintained, with a slight 3% increase. In addition, students graded the “cooperative quiz” 2002 and 2003 courses higher than the 2001 course. We also used the CPS for public astronomy events and introductory physics courses.

+

Show PACS

01.40.-d	Education
01.40.gb	Teaching methods and strategies

Select this Article

To Hear Ourselves as Others Hear Us

Nathaniel Lippert and Bruce Partridge

2004, AER, 3 (1), 31, doi:http://dx.doi.org/10.3847/AER2004005 | Cited 1 time

Online Publication Date: 09 August 2004

Full Text: Read Online (HTML) | Download PDF

+

Show Abstract

The American Astronomical Society has recently developed an ambitious set of goals for introductory astronomy courses. How well does an introductory astronomy course based firmly on these goals actually do? In this article, an education student enrolled in such a class and the professor who taught it present an unvarnished analysis of one course designed to meet precisely these goals. How do the students judge the goals? Can a one-semester course actually meet these goals realistically? In addition to examining these questions, we include data on student course evaluations and student performance as measured by the Astronomy Diagnostic Test.

+

Show PACS

01.40.-d

Education

Select this Article		The Impact of Cooperative Quizzes in a Large Introductory Astronomy Course for Non-Science Majors Michael Zeilik and Vicky J. Morris 2004, AER, 3 (1), 51, doi:http://dx.doi.org/10.3847/AER2004006 \| Cited 1 time Online Publication Date: 13 August 2004 Full Text: Read Online (HTML) \| Download PDF
	+ -	Show Abstract In Astronomy 101 at the University of New Mexico, we carried out a repeated—items experiment on quizzes and tests to investigate the impact of cooperative testing. This trial was the only change in a reformed course format that had been refined over previous semesters. Our research questions were: • Did cooperative quizzes result in gains for the class overall? • Did these gains “stick” within the semester? In the spring and fall semesters of 2000, students took quizzes individually and in cooperative learning teams, and tests individually. Normalized gain, 〈g〉, on the quizzes averaged about 0.4, and effect size about 0.8 (approximately a 10% increase in class mean score). Repeating selected quiz items on a subsequent test demonstrated that the gain was sustained over a month in both semesters. In addition, we compared demographics of UNM students with those of the National Astronomy Diagnostic Test project. We found that UNM students are similar to the national sample, except in ethnicity (more Hispanic American, fewer White). Based on these results, we judge that our cooperative quiz strategy will likely succeed in other “Astro 101” classes.

Select this Article

Framework for Conceptual Change

Esther L. Zirbel

2004, AER, 3 (1), 62, doi:http://dx.doi.org/10.3847/AER2004007 | Cited 1 time

Online Publication Date: 08 September 2004

Full Text: Read Online (HTML) | Download PDF

+

Show Abstract

Students often enter introductory courses lacking a consistent conceptual framework about natural sciences, and after traditional instruction, many experience little change in conceptual understanding. This article analyzes the nature and origin of misconceptions and discusses how they are formed and where they come from. It explains why it is so difficult to change students’ concepts. This article also reviews Posner et al.’s (1982) conceptual change model and elaborates how and under what conditions it can be employed to modify students’ preexisting concepts. Various challenges of that conceptual change model are discussed. How to teach to provoke conceptual change is discussed in a further paper.

+

Show PACS

01.40.ek	Secondary school
01.40.-d	Education
01.40.eg	Elementary school

Select this Article		Stellar Ideas: Exploring Students’ Understanding of Stars Lori Agan 2004, AER, 3 (1), 77, doi:http://dx.doi.org/10.3847/AER2004008 Online Publication Date: 30 September 2004 Full Text: Read Online (HTML) \| Download PDF
	+ -	Show Abstract In this study, high school and first-year undergraduate students were asked about their understanding of stars. The hypothesis guiding this research posits that high school students who have taken a semester-long astronomy course will have an understanding of stars most related to scientific knowledge, compared with high school students enrolled in an earth science course and undergraduate students who have not received formal astronomy instruction. This study uses semistructured interviews to investigate students’ ideas about the relationship between the Sun and stars, the nature of stars (What is a star?), and the distances between stars. The results indicate that astronomy instruction at the high school level can be effective at developing students’ knowledge about stars in a short period of time. Specifically, students’ knowledge about stars is enhanced through their understanding of nuclear fusion as the process of energy production in stars. Students who are not enrolled in astronomy at the high school level tend to focus on secondary characteristics of stars, such as size and color.

Select this Article

A Simulation of the Viking Labeled Release Experiment for a Nonmajors Astronomy Course

Gene D. McDonald

2004, AER, 3 (1), 98, doi:http://dx.doi.org/10.3847/AER2004009

Online Publication Date: 24 March 2004

Full Text: Read Online (HTML) | Download PDF

+

Show Abstract

This article describes a laboratory exercise that demonstrates some of the principles behind the Viking Labeled Release experiment. It is suitable in complexity and depth for a nonscience majors astronomy course.

+

Show PACS

01.40.-d	Education
01.50.Pa	Laboratory experiments and apparatus
01.50.Lc	Laboratory computer use
01.50.Qb	Laboratory course design, organization, and evaluation
96.00.00	Solar system; planetology

Select this Article		Studying the Transit of the Sun Using Shadows Ping-Wai Kwok 2004, AER, 3 (1), 106, doi:http://dx.doi.org/10.3847/AER2004010 \| Cited 1 time Online Publication Date: 26 May 2004 Full Text: Read Online (HTML) \| Download PDF
	+ -	Show Abstract This article describes how to accurately determine the time of the Sun’s transit and the north-south direction by observing a stick’s shadows. The same observations can be used to determine the latitude and longitude of the location of the observation. Calculating the latitude and longitude is particularly simple for certain dates.

Select this Article

Urban Astronomy in the Philippines

Jesus Rodrigo F. Torres

2004, AER, 3 (1), 115, doi:http://dx.doi.org/10.3847/AER2004011

Online Publication Date: 15 September 2004

Full Text: Read Online (HTML) | Download PDF

+

Show Abstract

Astronomy in the Philippines is among the most interesting fields of study according to Filipino students. The science, however, suffers from neglect because most Philippine institutions of higher learning have campuses in urban areas. Common understanding dictates that satisfactory astronomical observations and studies can only be done at dark sites away from urban lights. This study aims to prove that astronomical work can be done even in light-polluted urban settings, and to convince educational policymakers to consider establishing observatories in urban campuses and to offer astronomy as a subject or major.

+

Show PACS

01.75.+m	Science and society
01.40.-d	Education
01.40.G-	Curricula and evaluation
01.40.gb	Teaching methods and strategies

Select this Article		Book Excerpt—“Is This Real Science?” by Tricia A. Ferrett Tricia Ferrett 2004, AER, 3 (1), 138, doi:http://dx.doi.org/10.3847/AER2004012 Online Publication Date: 22 April 2004 Full Text: Read Online (HTML) \| Download PDF
		Abstract Unavailable

Select this Article

Book Review—Galaxies and the Cosmic Frontier by William H. Waller and Paul W. Hodge

Sidney C. Wolff, Reviewer

2004, AER, 3 (1), 148, doi:http://dx.doi.org/10.3847/AER2004013

Online Publication Date: 06 January 2009

Full Text: Read Online (HTML) | Download PDF

Abstract Unavailable

+

Show PACS

01.40.-d	Education
98.00.00	Stellar systems; interstellar medium; galactic and extragalactic objects and systems; the Universe
01.30.Vv	Book reviews
01.30.M-	Textbooks
01.30.mm	Textbooks for graduates and researchers
01.30.mp	Textbooks for undergraduates
01.30.mr	Textbooks for students in grades 9-12
01.30.mt	Textbooks for students in grades K-8

Select this Article		Why Teach Astronomy? The Business Model Paul Murdin 2004, AER, 3 (1), 178, doi:http://dx.doi.org/10.3847/AER2004014 \| Cited 3 times Online Publication Date: 26 March 2004 Full Text: Read Online (HTML) \| Download PDF
		Abstract Unavailable

SECTION LISTING

BROWSE VOLUMES

March 2004

Volume 3, Issue 1, pp. 1-179

Find articles by AUTHORNAME