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December 2009

Volume 8, Issue 1, Articles (01xxxx)

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Survey of K–12 Science Teachers’ Educational Product Needs from Planetary Scientists

Stephanie J. Slater, Timothy F. Slater, and Julia K. Olsen

2009, AER, 8 (1), 010101, doi:http://dx.doi.org/10.3847/AER2009005 | Cited 1 time

Online Publication Date: 09 March 2009

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Most education reform documents of the last two decades call for students to have authentic science inquiry experiences that mimic scientific research using real scientific data. In order for professional planetary scientists to provide the most useful data and professional development for K–12 teachers in support of science education reform, an extensive national survey of nearly 800 “alpha teachers” was undertaken to determine how teachers are currently using planetary science data and, if not, why not. Although teachers had considerable awareness of online data resources, few report frequent use of online data for authentic inquiry and analysis in the classroom. Teachers’ primary use of the Internet for data is to download images to share with students. Only one-quarter of teachers report that they ever use any online data in the form of large WWW data sets, real-time data, or virtual online data to engage students in inquiry or data analysis and virtually no teachers reported using data sets delivered on CD-ROMS. Results suggest that the most influential role for the community of planetary scientists might be to support the creation and dissemination of two standards-based products: content courses for teachers that translate research into classroom ideas, and a limited number of data-driven inquiry products that focus on key scientific ideas.
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01.40.eg Elementary school
01.40.ek Secondary school
96.00.00 Solar system; planetology
01.40.Fk Research in physics education

Advanced Undergraduate and Early Graduate Physics Students’ Misconception About Solar Wind Flow: Evidence of Students’ Difficulties in Distinguishing Paradigms

Nicholas A. Gross and Ramon E. Lopez

2009, AER, 8 (1), 010102, doi:http://dx.doi.org/10.3847/AER2009013

Online Publication Date: 12 March 2009

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Anecdotal evidence has suggested that advanced undergraduate students confuse the spiral structure of the interplanetary magnetic field with the flow of the solar wind. Though it is a small study, this paper documents this misconception and begins to investigate the underlying issues behind it. We present evidence that the traditional presentation of this concept can lead to this misconception and that it persists into graduate school. Two consistent models of plasmas that apply under different circumstances are presented during the course. Evidence suggests that students attempt to apply the models to inappropriate circumstances, which leads to a misconception. There is also evidence that a fundamental mechanics misconception contributes to students’ difficulties. Finally, we argue that many of the broad conclusions of the research done at the introductory undergraduate level are applicable to upper division and graduate students. In particular, we conclude that direct instruction at this level through lecture-demonstration can leave students with misconceptions and even unintentionally reinforce those misconceptions.
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01.40.-d Education
96.00.00 Solar system; planetology
94.05.Sd Space weather

Clickers as Data Gathering Tools and Students’ Attitudes, Motivations, and Beliefs on Their Use in this Application

Edward E. Prather and Gina Brissenden

2009, AER, 8 (1), 010103, doi:http://dx.doi.org/10.3847/AER2009004

Online Publication Date: 19 March 2009

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Members of the Center for Astronomy Education (CAE) and the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona have conducted a systematic investigation into the use of wireless, electronic personal response systems (PRS), more commonly known as “clickers,” to gather research data in the large enrollment introductory astronomy course for nonscience majors (Astro 101). We describe a study and data, which support the assertion that clickers can be used as a data gathering tool for conducting “real-time” research on student learning in the classroom setting. We also present data suggesting that students believe the use of clickers (1) is beneficial to their understanding of course concepts; (2) contributes to improving their exam grades; and (3) increases their interest in course topics even when the clickers are being used solely as research data gathering tools rather than the more traditional application in which clickers are used as an instructional device to gather student votes as part of Think-Pair-Share (TPS) or Peer Instruction (PI). Additionally, we offer a description of our classroom observations, which suggests that the use of color-coded A, B, C, D, E voting cards for gathering student answers in class may hold greater pedagogical value and provide a greater potential to gather accurate research results than do the use of clickers or Scantron™ forms.
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01.40.-d Education
01.40.Fk Research in physics education
01.40.gb Teaching methods and strategies

The Effect of 3D Computer Modeling and Observation-Based Instruction on the Conceptual Change Regarding Basic Concepts of Astronomy in Elementary School Students

Hüseyin Küçüközer, M. Emin Korkusuz, H. Asuman Küçüközer, and Kemal Yürümezoğlu

2009, AER, 8 (1), 010104, doi:http://dx.doi.org/10.3847/AER2009006 | Cited 2 times

Online Publication Date: 14 April 2009

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This study has examined the impact of teaching certain basic concepts of astronomy through a predict-observe-explain strategy, which includes three-dimensional (3D) computer modeling and observations on conceptual changes seen in sixth-grade elementary school children (aged 11–13; number of students: 131). A pre- and postastronomy instruction conceptual survey and interviews were used to evaluate the conceptual changes. In the analysis of the data, the methodology used was the classification of explanations with similar meanings under the same categories. The most significant finding of the study was that instruction supported by observations and 3D computer modeling was significantly effective in bringing about conceptual change and learning.
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01.40.eg Elementary school
01.40.Fk Research in physics education

Using the Star Properties Concept Inventory to Compare Instruction with Lecture Tutorials to Traditional Lectures

Michael C. LoPresto and Steven R. Murrell

2009, AER, 8 (1), 010105, doi:http://dx.doi.org/10.3847/AER2009014 | Cited 1 time

Online Publication Date: 26 June 2009

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The Star Properties Concept Inventory (SPCI) is among the first instruments made available to assess student gains in a major section or “unit” of a traditional introductory astronomy course, in this case the unit on stars. This is in contrast to instruments for an entire course, such as the Astronomy Diagnostic Test or the Lunar Phases Concept Inventory that is for a single subject. One of the intended uses of the SPCI is for comparison of the effectiveness of different instructional methods. The following is a report on the results of a study in which the SPCI was used as a pretest and post test to compare gains in active and collaborative student-centered instruction using lecture tutorials to those in traditional instructor-centered instruction.
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01.40.-d Education
97.00.00 Stars
01.40.Fk Research in physics education
01.40.gb Teaching methods and strategies
01.40.G- Curricula and evaluation

Gender Differences in Turkish Primary Students’ Images of Astronomical Scientists: A Preliminary Study with 21st Century Style

Hünkar Korkmaz

2009, AER, 8 (1), 010106, doi:http://dx.doi.org/10.3847/AER2009023

Online Publication Date: 29 July 2009

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This study investigated the images of astronomical scientists held by Turkish primary students by gender. The Draw an Astronomical Scientist Test was administered to 472 students from an urban area. A Chi-Square Test of Independence was used to test for statistically significant differences between gender groups. Significant differences were found between girls’ and boys’ images of astronomical scientists in terms of some aspects. It is thought that the findings of this research will contribute to the development of universal astronomy education, to the researchers studying on gender issues, cultural diversity, and also to the international literature on astronomy education.
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01.40.Fk Research in physics education
95.90.+v Historical astronomy and archaeoastronomy; and other topics in fundamental astronomy and astrophysics; instrumentation, techniques, and astronomical observations

The Modern U.S. High School Astronomy Course, its Status and Makeup, and the Effects of No Child Left Behind

Larry Krumenaker

2009, AER, 8 (1), 010107, doi:http://dx.doi.org/10.3847/AER2009042 | Cited 1 time

Online Publication Date: 29 July 2009

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A 2007 nationwide mixed-methods survey of high school astronomy teachers reports on its current characteristics and its changes over intervening decades that included the introduction of standards and the No Child Left Behind Act (NCLB). Some changes found include section enrollments trending downward even while the total number of courses offered and attending students are actually increasing. The teacher gender gap has been dramatically reduced; most teachers come from geosciences and biosciences. 15% of them have never had an astronomy course. The majority of teachers say NCLB has had no direct effect, but 40% report indirect effects. These are mostly negative reactions to school-wide adequate yearly progress status: teacher redeployment, funding diversions, students tracked into the traditional three sciences, course cancellations, and teacher job loss. Some positive NCLB effects are increased math and literacy rigor and, paradoxically in some places, enrollment increases. A stereotypical picture of a high school astronomy course is developed noting some changes in the 22 years since the last study of the field.
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01.40.E- Science in school
01.40.Di Course design and evaluation

Meta-analysis of Planetarium Efficacy Research

Bruce D. Brazell and Sue Espinoza

2009, AER, 8 (1), 010108, doi:http://dx.doi.org/10.3847/AER2009033 | Cited 2 times

Online Publication Date: 16 September 2009

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In this study, the instructional effectiveness of the planetarium in astronomy education was explored through a meta-analysis of 19 studies. This analysis resulted in a heterogeneous distribution of 24 effect sizes with a mean of +0.28, p<.05. The variability in this distribution was not fully explained under a fixed effect model. As a result, a random effects model was applied. However, a large random effect variance component indicated that study differences were indeed systematic. The findings of this meta-analysis showed that the planetarium has been an effective astronomical teaching tool.
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01.75.+m Science and society
01.40.Fk Research in physics education

The Modern U.S. High School Astronomy Course, Its Status and Makeup II: Additional Results

Larry Krumenaker

2009, AER, 8 (1), 010109, doi:http://dx.doi.org/10.3847/AER2009052

Online Publication Date: 06 October 2009

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A postal survey of high school astronomy teachers strongly confirms many results of an earlier electronic survey. Additional and new results include a measure of the level of inquiry (more structured inquiry and teacher-led) in the classroom as well as data showing that more emphasis is given to traditional topics than to contemporary astronomy research. The majority of students taking astronomy are college-bound, which offers support for the idea that astronomy might be considered as meeting college admissions requirements, even though it is not a laboratory or “core” science course. More usage of planetarium software is found than previously suspected, and more definitive usage rates for fixed and portable planetariums are found. By combining the two surveys’ results we obtain an even clearer picture of the current nature of high school astronomy courses.
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01.40.ek Secondary school
01.40.Fk Research in physics education

College Students’ Preinstructional Ideas About Stars and Star Formation

Janelle M. Bailey, Edward E. Prather, Bruce Johnson, and Timothy F. Slater

2009, AER, 8 (1), 010110, doi:http://dx.doi.org/10.3847/AER2009038

Online Publication Date: 14 October 2009

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This study (Note 1) investigated the beliefs about stars that students hold when they enter an undergraduate introductory astronomy course for nonscience majors. Students’ preinstructional ideas were investigated through the use of several student-supplied-response (SSR) surveys, which asked students to describe their ideas about topics such as what is a star, how is starlight created, how are stars formed, are all stars the same, and more. The results from more than 2,200 responses suggest that although students often have some initial knowledge about stars, their knowledge is often incomplete or incorrect in important ways that could negatively impact instructional objectives.
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01.40.-d Education
97.00.00 Stars
01.40.Fk Research in physics education

The Astronomy and Space Science Concept Inventory: Development and Validation of Assessment Instruments Aligned with the K–12 National Science Standards

Philip M. Sadler, Harold Coyle, Jaimie L. Miller, Nancy Cook-Smith, Mary Dussault, and Roy R. Gould

2009, AER, 8 (1), 010111, doi:http://dx.doi.org/10.3847/AER2009024 | Cited 3 times

Online Publication Date: 11 January 2010

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We report on the development of an item test bank and associated instruments based on those K–12 national standards which involve astronomy and space science. Utilizing hundreds of studies in the science education research literature on student misconceptions, we have constructed 211 unique items that measure the degree to which students abandon such ideas for accepted scientific views. Piloted nationally with 7599 students and their 88 teachers spanning grades 5–12, the items reveal a range of interesting results, particularly student difficulties in mastering the NRC Standards and AAAS Benchmarks. Teachers generally perform well on items covering the standards of the grade level at which they teach, exhibiting few misconceptions of their own. Teachers dramatically overestimate their students’ performance, perhaps because they are unaware of their students’ misconceptions. Examples are given showing how the developed instruments can be used to assess the effectiveness of instruction and to evaluate the impact of professional development activities for teachers.
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01.40.G- Curricula and evaluation
01.50.Kw Techniques of testing
01.40.eg Elementary school
01.40.ek Secondary school
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Bill Gates’ Great-Great-Granddaughter’s Honeymoon: An Astronomy Activity for Several Different Age Groups

Andrew Fraknoi

2009, AER, 8 (1), 010201, doi:http://dx.doi.org/10.3847/AER2009007

Online Publication Date: 06 April 2009

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When students finish a unit or course on the planets these days, they are often overwhelmed with facts, comparisons, and images. A good culminating activity, to help them organize their thinking (and review), is to have them divide into small groups (travel agencies) and come up with their top ten solar system “tourist sights” for future space vacationers, complete with images. The history of the activity and its variants, and resources to help instructors and students, are reviewed.
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01.40.ek Secondary school
01.40.-d Education
96.00.00 Solar system; planetology
01.40.Di Course design and evaluation
01.50.Pa Laboratory experiments and apparatus
01.40.gb Teaching methods and strategies
01.50.Qb Laboratory course design, organization, and evaluation

The “Box Universe” of 1 m3: An Activity for Introduction to the Study of Astronomy

Marcos Daniel Longhini

2009, AER, 8 (1), 010202, doi:http://dx.doi.org/10.3847/AER2009022

Online Publication Date: 22 July 2009

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This is a report of an activity of introduction to the study of astronomy developed with a group of future physics teachers at a Brazilian public university. Such activity had the goal of giving privileged emphasis to notions of spatiality, alternative conceptions of the participants, and the process of interaction among peers, with the objective of encouraging discussions in regard to their models of the universe. Such models were made explicit from the distribution of the stars throughout the universe, which were constructed from clippings of paper and inserted into the box which represented the universe. The results, which were categorized as miscellaneous, geocentric, heliocentric, and acentric models of the universe, were qualitatively analyzed. Analyses of the activity in the perspective of the participants are indicated and additional considerations are made regarding its use as a resource for teaching astronomy and for teacher training.
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01.40.-d Education
01.40.Fk Research in physics education
01.40.J- Teacher training

A Simple Demonstration of Absorption Spectra Using Tungsten Holiday Lights

Jennifer J. Birriel

2009, AER, 8 (1), 010203, doi:http://dx.doi.org/10.3847/AER2009045

Online Publication Date: 07 August 2009

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In a previous paper submitted to the Demonstrations section (Birriel 2008, Astronomy Education Review, 7, 147), I discussed using commercially available incandescent light bulbs for the purpose of demonstrating absorption spectra in the classroom or laboratory. This demonstration solved a long-standing problem that many of astronomy instructors face trying to demonstrate how astronomical objects, such as stars, exhibit absorption spectra. In this paper, I briefly describe using a strand of tungsten holiday lights to demonstrate absorption spectra and discuss the advantages and disadvantages of using a holiday light strand versus the previously discussed, full-sized incandescent light bulbs.
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01.40.-d Education
71.35.Cc Intrinsic properties of excitons; optical absorption spectra
01.50.My Demonstration experiments and apparatus
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“Discoveries in Planetary Science” Classroom Powerpoints

Nicholas M. Schneider and David Brain

2009, AER, 8 (1), 010301, doi:http://dx.doi.org/10.3847/AER2009030

Online Publication Date: 06 May 2009

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The Education Subcommittee of the Division for Planetary Sciences of the American Astronomical Society announces the inaugural release of “Discoveries in Planetary Science” Classroom Powerpoints™.
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01.40.-d Education
96.00.00 Solar system; planetology
01.50.-i Educational aids

Good Reading from Other Sources on Astronomy Education and Outreach (Published in 2008)

Andrew Fraknoi

2009, AER, 8 (1), 010302, doi:http://dx.doi.org/10.3847/AER2009031

Online Publication Date: 27 May 2009

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We present our fourth annotated listing of readings about astronomy education and outreach that appeared during the previous calendar year in publications other than Astronomy Education Review. To keep things manageable, we only cover readings directly related to astronomy (even though there are many articles about physics, geology, or chemistry education that could easily be applied to astronomy classrooms) and only contributions that are in books, journals, and magazines (as opposed to newsletter or web bulletins.) Suggestions for additions to the list are most welcome.
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01.30.Vv Book reviews
01.30.M- Textbooks

A Topical Index to Astronomy Articles in Scientific American Magazine 1999–2009

Andrew Fraknoi

2009, AER, 8 (1), 010303, doi:http://dx.doi.org/10.3847/AER2009060

Online Publication Date: 10 December 2009

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We present an annotated listing of astronomy articles in Scientific American magazine, organized by topic, for the past ten years. These articles are an excellent supplement for introductory astronomy courses, especially for students who do papers or oral reports, or for getting an overview of new developments.
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01.30.-y Physics literature and publications
01.75.+m Science and society
01.40.-d Education

Collaborators Sought for a Student Astronomy Beliefs Research Project

Neil F. Comins

2009, AER, 8 (1), 010304, doi:http://dx.doi.org/10.3847/AER2009064

Online Publication Date: 11 January 2010

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Data on student astronomy beliefs is available for collaborative projects.
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01.40.-d Education
01.40.Fk Research in physics education
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Astronomy Education Review Version 2.0: A Welcome and Guide from Your Editors

Andrew Fraknoi and Sidney Wolff

2009, AER, 8 (1), 010401, doi:http://dx.doi.org/10.3847/AER2009017

Online Publication Date: 23 February 2009

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We discuss the transition of AER to our new publisher, the American Astronomical Society, and to our new web site, at the American Institute of Physics. We describe some of the novel and expanded features of the journal, and invite our readers to contribute papers and articles to the journal.
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01.40.-d Education
01.30.Xx Publications in electronic media
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Book Review—The Evolving Universe and the Origin of Life—The Search for Our Cosmic Rootsby Pekka Teerikorpi, Mauri Valtonen, Kirsi Lehto, Harry Lehto, Gene Byrd, and Arthur Chernin

Sethanne Howard, Reviewer

2009, AER, 8 (1), 010501, doi:http://dx.doi.org/10.3847/AER2009012

Online Publication Date: 23 February 2009

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The Evolving Universe and the Origin of Life—The Search for Our Cosmic Roots by Pekka Teerikorpi, Mauri Valtonen, Kirsi Lehto, Harry Lehto, Gene Byrd, and Arthur Chernin, NY: Springer, 2009 is an excellent view of the evolution of human thinking. It is suitable for the general audience and as an undergraduate text.
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01.30.Vv Book reviews
98.80.-k Cosmology
01.30.Os Books of general interest to physics teachers

Book Review—Women in Early British and Irish Astronomy, Stars and Satellites by Mary Brück

Sethanne Howard, Reviewer

2009, AER, 8 (1), 010502, doi:http://dx.doi.org/10.3847/AER2009034

Online Publication Date: 12 June 2009

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Women in Early British and Irish Astronomy, Stars and Satellites by Mary Brück covers 300 years of Irish and British women of astronomy. Published by Springer in September 2009, cost $129.00.
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01.30.Vv Book reviews
01.75.+m Science and society
01.65.+g History of science
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The Astronomy Education Research Charter

Aaron Price

2009, AER, 8 (1), 010601, doi:http://dx.doi.org/10.3847/AER2009008

Online Publication Date: 10 March 2009

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The Astronomy Education Research Charter is a statement from members of the astronomy education research community. It was originally discussed at the 2007 Astronomy Education Research Symposium. A report of the symposium and a call for public participation in its creation was published in this journal (Price et al. 2008, Astronomy Education Review, 6, 130). Participants of the symposium and members of the general public edited this document via an anonymous wiki from January, 2008 to September, 2008. This published version of the document is authored by all contributors to the wiki, who are represented by the coordinator, Aaron Price, and the coordinating organizations: The American Association of Variable Star Observers and the Wright Center for Science Education at Tufts University. We consider this an ongoing process, and this is just the first version of this document, which is owned by the community. Further revisions are encouraged via the wiki at http://aavso.org/astroed/index.php/Main_Page. The community is welcome to build on this version through other channels as well. In those cases, the wiki may be a useful resource to publicize further work on the charter.
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01.40.G- Curricula and evaluation
01.40.Fk Research in physics education

A Mindset List for College Astronomy Instructors

Fred Ringwald

2009, AER, 8 (1), 010602, doi:http://dx.doi.org/10.3847/AER2009050

Online Publication Date: 01 September 2009

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Many students entering college this fall were born in 1991. They were born in an era in which the technology, modes of communication, political debate, and views of the future were profoundly different from those of many of their astronomy instructors. It can be useful to consider the “mindset' of our students and adjust our language, our cultural references, and even our vocabulary accordingly.
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01.40.-d Education
01.75.+m Science and society
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Editor, Astronomy Education Review

2009, AER, 8 (1), 010701, doi:http://dx.doi.org/10.3847/AER2009020

Online Publication Date: 23 February 2009

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The American Astronomical Society is soliciting applications and nominations of candidates for the position of Editor of the Astronomy Education Review (AER).
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01.85.+f Careers in physics and science

Sloan Digital Sky Survey III & the Collaboration of Astronomy Teaching Scholars (CATS) Postdoctoral Fellowship in Astronomy Education Research

2009, AER, 8 (1), 010702, doi:http://dx.doi.org/10.3847/AER2009016

Online Publication Date: 23 February 2009

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Abstract Unavailable
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01.85.+f Careers in physics and science

AAS Announces Open Recruitment for Press Officer and Education and Outreach Coordinator

Kevin B. Marvel

2009, AER, 8 (1), 010703, doi:http://dx.doi.org/10.3847/AER2009028

Online Publication Date: 21 April 2009

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The AAS announces an open recruitment for the full time position of Press Officer and Education & Outreach Coordinator. Applications are due 1 June 2009.
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01.85.+f Careers in physics and science

Two Days of Hands-on Astronomy and Earth Science Education Workshops for 4–12 Grade Teachers Near San Francisco, September 12–13, 2009

James Manning

2009, AER, 8 (1), 010704, doi:http://dx.doi.org/10.3847/AER2009040

Online Publication Date: 11 June 2009

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A weekend of hands-on workshops and exciting science talks will be offered as part of the 120th Anniversary Meeting of the Non-profit Astronomical Society of the Pacific at the Westin Hotel near the San Francisco Airport in Millbrae, California.
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01.40.ek Secondary school
01.10.Fv Conferences, lectures, and institutes

National Award for Teaching Excellence

Sidney Wolff

2009, AER, 8 (1), 010705, doi:http://dx.doi.org/10.3847/AER2009039

Online Publication Date: 22 June 2009

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Australia’s national award for university teaching excellence is awarded to David McKinnon and Lena Danaia.
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01.40.-d Education

Cosmos in the Classroom 2010: A Hands-on Symposium on Teaching Introductory Astronomy

2009, AER, 8 (1), 010706, doi:http://dx.doi.org/10.3847/AER2009046

Online Publication Date: 28 July 2009

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The Astronomical Society of the Pacific invites you to: “Cosmos in the Classroom 2010: A Hands-on Symposium on Teaching Introductory Astronomy” (together with) “Making Connections In Education and Public Outreach” at the 122nd Annual Meeting of the Astronomical Society of the Pacific, 31 July–4 August 2010, University of Colorado at Boulder. Please save the date and plan to put funding in your 2010 budget for a double hands-on meeting for everyone involved in astronomy and space science education!
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01.10.Fv Conferences, lectures, and institutes
01.40.-d Education
01.75.+m Science and society

Fraknoi and Kearns are First Winners in NASA’s Ongoing 'Top Stars' Contest

Dan Stillman

2009, AER, 8 (1), 010707, doi:http://dx.doi.org/10.3847/AER2009053

Online Publication Date: 04 November 2009

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Institute for Global Environmental Strategies awards the first “Top Stars” for use of Hubble Space Telescope (HST) images in education to Andrew Fraknoi and Sheree' Kearns.
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01.40.-d Education

No Doomsday in 2012

The Editors

2009, AER, 8 (1), 010708, doi:http://dx.doi.org/10.3847/AER2009062

Online Publication Date: 08 January 2010

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NASA scientist David Morrison has written a scientific response to the claims that December 21, 2012 will be doomsday for planet Earth. Morrison’s concise summary of the claims and scientific response was published by the Astronomical Society of the Pacific as an educational service at http://www.astrosociety.org/2012.
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01.75.+m Science and society
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