iStarDB (The Astronomy Education Research Repository)
Not a member yet
2071 research outputs found
Sort by
Design, Implementation and Evaluation of Transnational Collaborative Programmes in Astronomy Education and Public Outreach
No full textIn this thesis, we shall use astronomy as a case study to consider the effect and impact of transnational collaborations with innovative approaches and centralised coordination in science education and public outreach. The thesis is based on eight years of designing, implementing and evaluating transnational collaborative programmes in astronomy education and public outreach, from the perspective of the practitioner. We shall also show that large global science EPO projects can result in sustainable outcomes that outlive the projects themselves and analyse the various aspects of global science communication project that are necessary for their success. The thesis will focus on two large projects in astronomy EPO, the International Year of Astronomy 2009 and an educational programme for young children, Universe Awareness. n this chapter, we shall set the scene by considering some relevant aspects of science communication and show how science communication has become an activity of two-way public engagement. We shall also discuss key aspects of the relationship between astronomy and society
Analysis of Individual Test Of Astronomy STandards (TOAST) Item Responses
No full textThe development of valid and reliable strategies to efficiently determine the knowledge landscape of introductory astronomy college students is an effort of great interest to the astronomy education community. This study examines individual item response rates from a widely used conceptual understanding survey, the Test Of Astronomy Standards (TOAST). The TOAST, a 27-item, multiple-choice format, criterion-referenced test, addresses both the full range of topics commonly taught in a one- or two-semester undergraduate introductory astronomy survey courses, and concepts described in various national science education standards, frameworks, and reform documents. The present study involves an examination of responses by 1104 participants, allowing for a rigorous item-by-item and distractor-by-distractor analysis of students’ responses. The results suggest that each individual TOAST item is functioning appropriately across a broad range of students, and has sufficient sensitivity to identify notable student misconceptions. These results also provide an opportunity to identify target areas of opportunity for astronomy education researchers that remain largely unstudied
Using a Two-tier Test to Analyse Students’ and Teachers’ Alternative Concepts in Astronomy
No full textThis paper presents an analysis of physics teachers’ as well as university and high school students’ understanding of some astronomy concepts. In recent years, the significance of astronomy teaching in science education has gradually increased. Many research studies indicate that students have misconceptions about the reasons for seasons, the Moon’s phases, the Moon’s phase in the solar eclipse and the Sun’s position. Nevertheless, there have not been many studies reported, which measure students’ and especially teachers’ beliefs, experiences and understanding and their misconceptions regarding comets, shooting stars, star orbits, astrology, sunspots, and source of solar energy. This is the first aim of the paper. The second is to emphasize the inadequacy of multiple-choice tests, which are commonly used to determine the conceptual understanding and achievement using multi-tier tests such as two-tier tests. To achieve these aims, this study analyses and compares the alternative conceptions of high school and university students, and physics teachers concerning some astronomy subjects. An Astronomy Concept Test (ACT), consisting of two-tier items, was administered to high school students (n=176), university students (n=208), and physics teachers (n=174). The results showed that students’ and teachers' test scores are quite low. Besides, participants (even teachers) showed limited understanding of comets, shooting stars, astrology, movement of stars, sunspots, solar energy, moon rotate, and solar and lunar eclipses
Tested Tools and Techniques for Promoting STEM Programming in Libraries: Fifteen Years of the Lunar and Planetary Institute’s Explore Program
No full textLibraries are evolving to serve the changing needs of their communities— and many now encompass science, technology, engineering, and mathematics (STEM) programming. For 15 years, the Lunar and Planetary Institute (LPI) has partnered with library staff to create over 100 hands-on Earth and space science and engineering activities. In-person and online librarian training has prepared a vibrant network of over 1000
informal educators. Program evaluation has shown that Explore! training increases participants’ knowledge, and that participants actively use Explore! materials and feel more prepared to offer science and engineering experiences and more comfortable using related resources. Through training, participants become more committed to providing and advocating for science and engineering programming. Explore! serves as a model for effective product development and training practices for serving library staff, increasingly our partners in the advancement of STEM education. Specific approaches and tools that contributed to the success of Explore! are outlined here for adoption by community STEM experts—including professionals and hobbyists in STEM fields
and STEM educators who are seeking to share their passion and experience with others through partnerships with libraries
Best Practices in NASA’s Astrophysics Education and Public Outreach Projects
No full textNASA’s Astrophysics Education and Public Outreach (EPO) program has partnered scientists and educators since its inception almost twenty years ago, leading to authentic STEM experiences and products widely used by the education and outreach community. We present examples of best practices and representative projects. Keys to success include effective use of unique mission science/technology, attention to audience needs, coordination of effort, robust partnerships and publicly accessible repositories of EPO products. Projects are broadly targeted towards audiences in formal education, informal education, and community engagement. All NASA programs are evaluated for quality and impact. New technology is incorporated to engage young students being raised in the digital age. All projects focus on conveying the excitement of scientific discoveries from NASA’s Astrophysics missions, advancing scientific literacy, and engaging students in science and technology careers
Combining RealWorld Experiences with WorldWide Telescope Visualization to Build a Better Parallax Lab
No full textWe present a lab activity designed to help students understand the concept of parallax in both astronomical and non-astronomical contexts. In an outdoor setting, students learn the methodology of distance determination via parallax. They identify a distant landmark to establish a reference of direction, and then measure the change in apparent direction for more nearby objects as they change position in a 2 meter radius “orbit” around the “Sun.” This hands-on activity involves large, visually-discernable angles so that students can internalize the concept of parallax from everyday experience. However, students often have difficulty transferring this experience to the astronomical realm, so we pair this hands-on activity with a more explicitly astronomically-based activity using the WorldWide Telescope visualization environment. Students apply
the same methodology in this environment and learn how the apparent motion of stars is related to their distance from Earth. The combination of hands-on activity and
computer-aided visualization is designed to produce a deeper understanding of parallax in the astronomical environment, and an improved understanding of the inherently three-dimensional distribution of objects in our universe. More formal assessment is underway
NASA Astrophysics EPO Community: Enhancing STEM Instruction
No full textThe NASA Science Mission Directorate (SMD) Astrophysics Education and Public Outreach (EPO) community and Forum work together to capitalize on the cutting-edge discoveries of NASA Astrophysics missions to enhance Science, Technology, Engineering, and Math (STEM) instruction. In 2010, the Astrophysics EPO community identified online professional development for classroom educators and multiwavelength resources as a common interest and priority for collaborative efforts. The
result is NASA’s Multiwavelength Universe, a 2–3 week online professional development experience for classroom educators. The course uses a mix of synchronous sessions
(liveWebEx teleconferences) and asynchronous activities (readings and activities that educators complete on their own on the Moodle, and moderated by course facilitators).
The NASA SMD Astrophysics EPO community has proven expertise in providing both professional development and resources to K–12 Educators. These mission and grant-based EPO programs are uniquely poised to foster collaboration between scientists with content expertise and educators with pedagogy expertise. We present
examples of how the NASA Astrophysics EPO community and Forum engage the K–12 education community in these ways, including associated metrics and evaluation findings
The IAU Office of Astronomy for Development
No full textThe IAU Office of Astronomy for Development (OAD) †, established in March 2011 as part of the implementation of the IAU Strategic Plan, is currently located in South Africa and serves as a global coordinating centre for astronomy-for-development activities. In terms of structure the OAD is required to establish regional nodes (similar offices in different parts of the world which focus on a particular geographic or cultural region) and three task forces: (i) Astronomy for Universities and Research, (ii) Astronomy for Children and Schools, and
(iii) Astronomy for the Public. This paper will describe the progress of the OAD towards the realisation of the vision ‘Astronomy for a better world’
