iStarDB (The Astronomy Education Research Repository)
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Online Astronomy for Formal and Informal Learners
No full textAn increasing amount of formal and informal education is being delivered online. A majority of college students in the U.S. are now taking one or more courses online or flipped (video lectures online, hands-on activities or labs in the classroom). Meanwhile, massive open online classes, or MOOCs, are transforming the landscape of informal science learning. In contrast to university classes, MOOCs have low completion rates and involve “free choice” learners who are typically adults with jobs, rather than full time students. Based on several years of experience of teaching astronomy online, lessons have been learned on how to engage students in the asynchronous and “disembodied” environment. For non-science students taking an introductory astronomy course, flipped models optimize interactions by putting the lectures online and allowing classroom time to be used entirely for labs, discussion, and small group activities. Research has shown that normalized learning gains are greatest in such learner-centered classes. We have enrolled over 110,000 learners from 150 countries in two astronomy MOOCs: a Udemy course called “Astronomy: State of the Art” and a Coursera offering called “Astronomy: Exploring Time and Space.” The core content is a set of video lectures, augmented by quizzes, activities, and peer writing assignments. We have a large amount of research data on learner demographics and motivations, and on the types of engagement that correlate with completing the courses. In a peer writing assignment, the learners comment on recent discoveries in astronomy. A rubric and a model answer are provided, and each person grades writing of three other learners. Learners who complete either the first activity or the first peer writing assignment are highly engaged in online discussions and social media, completing the course at a rate ten times higher than average
Optical Polarimetry in Undergraduate Education
No full textPolarimetry plays an important part in observational astronomy, but it is all too often given limited attention in astronomy textbooks. Coupled with a sometimes confusing mathematical introduction, students may feel that polarization is a difficult subject best left for study at a different time, or worse, not at all. Additionally, polarimetric observations and analysis are not typical exercises students are likely to engage in as part of an observational astronomy course. Over the past few years students at Virginia Military Institute have used an optical polarimeter, which was designed and constructed in-house, on the 20 cm Cassegrain telescope at the VMI Observatory to study the polarization of stars. These observations have enhanced their astronomical knowledge and allowed them the opportunity to gain valuable experience using this important technique. The subsequent analysis of stellar polarization has led to a better understanding of the mathematics of polarization, its interpretation, and statistical treatment. In this paper I describe the design and construction of an optical polarimeter suitable for a small college observatory and outline the observing and data analysis strategies. I will also present observations that range from brief introduction exercises that can be included as part of an observational astronomy course to longer programs suitable for undergraduate research projects
Outcomes from the IYL2015 Quality Lighting Teaching Kit Program: Reaching for the Stars
No full textPoor quality lighting not only impedes astronomy research and our right to see a starry night sky, but creates safety issues, affects human circadian sensitivities, disrupts ecosystems, and wastes billions of dollars/year in energy consumption. It also leads to excess carbon emissions. How do you change the mindset of society that is used to turning night into day? You educate the next generation on quality lighting. As an outcome of the International Year of Light 2015, the U.S. National Optical Astronomy Observatory’s Education and Public Outreach group has produced a Quality Lighting Teaching (QLT) Kit. The kits are designed around problem-based learning scenarios. The kit’s six activities allow students to address real lighting problems that relate to wildlife, sky glow, aging eyes, energy consumption, safety, and light trespass. The activities are optimized for 11-14 year olds, but can be expanded to younger and older. All materials are in English and Spanish. Most of the activities can be done within in a few minutes during class or afterschool in the form of stations or as stand-alones. Everything one needs for the six activities is included. Tutorial videos on how to do the activities can be found at www.noao.edu/education/qltkit.php. Ninety-two kits have been distributed to 32 countries with the help of SPIE–The International Society for Optical Engineering, CIE–International Commission on Illuminations, OSA–The Optical Society, IDA–the International Dark Sky Association, and the IAU OAD–Office of Astronomy Development. Highlights from the initial program evaluation will be discussed
Inter– multi- and trans-disciplinary approaches in astronomy education research
No full textLooking at human and natural reality, based on experience and awareness of its complexity, the western style of knowledge was divided into disciplines. These developed their own language and methods in relation to their objects of study. The separation, useful in some stages of study and in their specific development, was often simplistic and damaging both in scientific elaboration, to meet the challenges that nature and the future offers us, and in didactic transposition of knowledge. Studies in general education and cognitive psychology, and more recently neurosciences, show that aspects of different disciplines are formed and stimulated in parallel, and also motion and cognition are linked in the brain. The research confirms that cognitive experience is linked to the body and to emotions, more than school organizations often wanted to recognize. Therefore, inter-, multi- and trans-disciplinary approaches better relate to the objects of study, to teaching methodologies, and to teaching research methods. To analyze these issues, I present reflections from m y Astronomy teaching experiences with students of different ages in Italy and elsewhere, and I present open questions about teaching and learning, in and out of school, and about teacher training
Which One Is More Effective in Teaching the Phases of the Moon and Eclipses: Hands-On or Computer Simulation?
No full textThe aim of this study is to comparatively investigate the effects of hands-on models (HMs) and computer simulations (CSs) on teaching the phases and eclipses of the Moon. In this study, two different HMs were developed, and three different CSs were used. The research work group consisted of 100 pre-service science teachers. A quasi-experimental method with two groups (teaching through hands-on models [THM] and teaching through computer simulations [TCS]) was used in this study. The data for the study were obtained by using an open-ended questionnaire form. The data were acquired three times as pre-instruction, post-instruction, and long-after instruction (retention) and were analyzed through a content analysis technique. The analyses were implemented in two stages (i.e., a question-by-question analysis and an integrated analysis) by evaluating the answers given to all questions together. As a result of the analyses, it was determined that both methods are effective in teaching the phases and eclipses of the Moon. However, when the retention data were examined, it was observed that more students in THM group answered correctly than TCS group. Besides, upon the integrated analysis, it was concluded that THM, as opposed to TCS, led more pre-service teachers to the “scientific” model. From this point of view, it has been proposed to popularize the usage and production of HMs in astronomy education. Finally, the conditions that must be taken into account in order to overcome some alternative thoughts identified in the phases and eclipses of the Moon are noted
The development and validation of the Planet Formation Concept Inventory
No full textThe discovery and characterisation of planets orbiting distant stars has shed light on the origin of our own Solar System. It is important that college-level introductory astronomy students have a general understanding of the planet formation process before they are able to draw parallels between extrasolar systems and our own Solar System. In this work, we introduce the Planet Formation Concept Inventory (PFCI), an educational research tool used to assess student learning on the topic of planet formation. The PFCI Version 3 was administered to N = 561 students pre-instruction and N = 374 students post-instruction. Here, we present a Classical Test Theory (CTT) analysis of the PFCI Version 3. Ultimately, we conclude that the PFCI is a reliable and valid instrument that can differentiate experts from novices, and can be used to assess college-level introductory astronomy students' learning on the topic of planet formation. Initial findings on class normalised gain scores indicate that the PFCI may be capable of assessing the effectiveness of different instructional models. In the future, we recommend a national study of the PFCI to discern its ability to provide insight regarding the ascribed characteristics of learners and the effectiveness of different instructional strategies being used to teach this topic
A primer on some celestial geometry
No full textIn anticipation of AstroNotes articles planned for the near future, a short primer on certain fundamental aspects of the celestial sphere and its associated geometry is in order. While astronomers proper and longtime astronomy faculty will already be familiar with this topic, newer faculty and perhaps those from other disciplines, but teaching astronomy for the first time, may find it helpful. The geometry of planes, spheres, and great circles figures heavily in celestial geometry
Development of Teaching Materials for Teachers about Small Astronomical Telescopes
No full textTextbooks used in elementary and junior high schools must be written based on the Courses of Study in Japan. Science textbooks show observation of the moon and the sun using a small astronomical telescope. However, most in-service teachers have never used an astronomical telescope. Teachers have to use it safely to secure the safety of pupils, students, and teachers. I examined wrong and unsafe acts while in-service teachers and students assembled astronomical telescopes. Then I developed digital teaching materials for teachers including risks caused by wrong act
Astronomy: learning theories applicable for education in planetarium environment
No full textHow do people learn in general and study astronomy in particular? To develop a coherent educational policy we need an appropriate theory. Does learning consist of the incremental addition of individual “bits” of information into the mind? Or is learning an active process that transforms the mind of the learner? Among different theories on how people learn are: Behaviorism, Neuroscience, Right Brain vs. Left Brain, Communities of Practice, Control Theory, Observational Learning (Social learning theory), Vygotsky and Social Cognition, Learning Styles, Piaget's theory, Constructivism, Brain-based Learning, Multiple Intelligences. These theories are described in brief. All of the above mentioned learning theories may be applicable to some extent in the case of astronomy education in a planetarium environment. Especially the Multiple Intelligences theory can be tested perfectly while teaching in Planetarium and thus should be taken into more thorough consideration. It is discussed what a planetarium may offer to the audience with different types of intelligences, according to the Multiple Intelligences approach
Making a Massive Open Online Course (MOOC) about Astrobiology: Why? For Whom? How?
No full textMassive Open Online Courses (MOOCs) are becoming the textbooks of the 21st century. I describe what a MOOC is, and try to answer the questions: Why make a MOOC? Who are MOOCs for? and How to make a MOOC? Anxiety about MOOCs replacing teachers is largely misplaced. I describe my on-going experience of putting together an astrobiology MOOC for the Australian National University