iStarDB (The Astronomy Education Research Repository)
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What Determines the Aesthetic Appeal of Astronomical Images?
No full textIn the context of images used for education and outreach purposes, this paper describes a set of parameters that are key in determining the aesthetic appeal, or beauty, of an astronomical image
Exploring teachers’ learning: a teacher’s experiences integrating scientific modeling in the science classroom
No full textThis study, a narrative inquiry into the teaching of models and modeling in an elementary science classroom, explores a teacher's growth in pedagogical content knowledge (PCK) as she implemented a novel curriculum adapted from the MoDeLS (Modeling Designs for the Learning of Science) project. The purpose of the study was to explore, from the teacher's point of view, the pedagogical and conceptual changes she underwent while implementing a model-based approach in her classroom. The study summarizes the teacher's experiences, her decisions about teaching, her understanding of how her choices and practices influenced her content knowledge (CK), her PCK, and her motivations for changing her teaching. During the three years of the project I collected data from four science units (Astronomy, Animal Science, Electricity, and Light). Each of the units were observed and videotaped and Ms. Delaney (pseudonym), the classroom teacher, audio-recorded her practices every day. I observed and analyzed classroom videotapes in order to explore how Ms. Delaney's modeling practices unfolded and changed in her classroom and how her PCK on modeling developed. I analyzed professional development activities and informal interviews conducted during and after the units. Subsequently I interviewed Ms. Delaney about these issues using open-ended questions and video clips of her classroom practices. Three aspects of models and modeling expressed in the MoDeLS project were taken into account as I developed categories of analysis: a) models have purpose; b) models have limitations; and c) models change. These categories and the codes proposed were revised and refined while analyzing the data. The findings from the interview analyses and the classroom practices showed that Ms. Delaney developed new CK around models and modeling throughout the three years she was involved in the project. She adapted some of the proposed strategies from the MoDeLS project and adopted them in her curriculum in ways that were consistent with the project's goals, thus shaping and adding to her PCK repertoire. Some activities were maintained through the years; in other cases there was a connection among CK development and her developing PCK. In all of these cases, there was a need for CK around modeling to be integrated into practice activities. However, her views and evaluation of the practice reflected a greater commitment to students' learning than to aspects of modeling related to scientific content or metamodeling. The structure presented in the MoDeLS activities makes sense to her from the pedagogical perspective. This made her inclusion of modeling into the science practices easier. There were complex interactions among learning new CK, new PCK sets from other units she was teaching, and her existing PCK on specific topics not necessarily connected to the modeling approach. These interactions played an important role in how Ms. Delaney was able to transform her PCK. There were some elements that were easily acknowledged and tried in her practice, while others were not reflected upon or included in her teaching. Whether some PCK elements were more or less included depended not only on Ms. Delaney's CK, her conception of learning and her confidence, but also on the quality of the examples provided and her professional development support as well as students' activities and learning situations. In conclusion all major PCK features were developed when Ms. Delaney integrated the modeling approach into her practice. Instrumental in shaping how her PCK grew were her advancement in CK comprehension and students' responses to the proposed activities. The findings are consistent with the idea that PCK is complex and deeply interconnected
Innovation in NASA’s Astrophysics Education and Public Outreach
No full textNew technology and media are being rapidly incorporated in NASA’s Astrophysics Education and Public Outreach (EPO) portfolio. In addition to web pages that provide basic information on missions and links to educational sites, missions have developed Facebook and Twitter followers. Recent highlights are presented about the innovative techniques used in presenting NASA science to the public, educators and students, together with representative examples. The immense treasure trove of electronic NASA EPO material is available to the public
Visualizing Moon Phases with WorldWide Telescope
No full textWe report preliminary results from an NSF-funded project to build, test, and research the impact of a WorldWide Telescope Visualization Lab (WWT Vizlab), meant to offer learners a deeper physical understanding of the causes of the Moon’s phases. The Moon Phases VizLab is designed to promote accurate visualization of the complex, three dimensional Earth–Sun–Moon relationships required to understand the Moon’s phases, while also providing opportunities for middle school students to practice critical science skills, like using models, making predictions and observations, and linking them in evidence-based explanations. In the VizLab, students use both computer-based models and lamp + ball physical models.
We present findings from the first two phases of the study—one in which we compared learning gains from the WWT VizLab with a traditional two dimensional Moon phases simulator, and another in which we experimented with different ways of blending physical and virtual models in the classroom
STEMdex: CliffsNotes for Education and Public Outreach
No full textWe present a new resource for the astronomy education community, with the goal of improving our community’s knowledge and understanding of the educational research pertinent to our work. STEMdex will be a searchable database of summaries of peer-reviewed education papers, written by educators and researchers, and posted for the entire community to use. While we know we should base our EPO work on a solid research foundation, many people have limited time when it comes to staying on top of the literature. STEMdex aims to reduce that workload. Our database will summarize papers across the astronomy education spectrum, including formal and informal education, outreach, pedagogy, evaluation, and other topics
Essays On Eclipses, Transits And Occultations As Teaching Tools In The Introductory Astronomy College Course
No full textWe occasionally include projects in our learner-centered introductory astronomy college course to enable non-science major students explore some astronomical concepts in more detail than otherwise. Such projects also highlight ongoing or upcoming astronomical events. We hope that students will feel more interested in astronomy through projects tied to astronomical events. In Spring 2012, we offered short essays focused on eclipses, transits and occultations to promote the rare transit of Venus that occurred on June 5th, 2012. We asked students to write two short essays from three that were offered. The essays contained descriptive and conceptual parts. They were meant to serve as teaching tools. 62% of 106 essays from 55 students earned A, B or C grades. 21% of 47 feedback survey respondents felt the essays increased their interest in astronomy. 49% of respondents felt that the essays were not educationally beneficial and should not be offered again. The most common written response to our survey indicated that students need more guidance and better preparation in writing successful essays. Since students found the conceptual parts of the essays difficult, in the future we will provide relevant
activities prior to essay deadlines to help students create successful essays
An Inventory Of Student Recollections Of Their Past Misconceptions As A Tool For Improved Classroom Astronomy Instruction
No full textMy Ph.D. research is about examining the persistence of 215 commonmisconceptions in astronomy. Each misconception is based on an often commonly held incorrect belief by college students taking introductory astronomy. At the
University of Maine, the course is taught in alternating semesters by Prof. Neil F. Comins and Prof. David J. Batuski.
In this dissertation, I examine the persistence of common astronomy misconceptions by the administration of a retrospective survey. The survey is a new
instrument in that it permits the student to indicate either endorsement or rejection of each misconception at various stages in the student’s life. I analyze data from a total of 639 students over six semesters. I compare the survey data to the results of exams taken by the students and additional instruments that assess students’ misconceptions prior to instruction. I show that the consistency of the students’ recollection of their
own misconceptions is on par with the consistency of responses between prelims and the final exam. I also find that students who report higher increased childhood interest in astronomy are more likely to have accurate recalls of their own past recollections.
I then discuss the use of principal components analysis as a technique for describing the extent to which misconceptions are correlated with each other. The
analysis yields logical groupings of subtopics from which to teach. I then present a brief overview of item response theory, the methodology of which calculates relative
difficulties of the items. My analysis reveals orders to teach the associated topics in ways that are most effective at dispelling misconceptions during instruction. I also find that the best order to teach the associated concepts is often different for high school and college level courses
Causality and Communication: Relativistic astrophysical jets and the implementation of science communication training in astronomy classes
No full textPart I: Relativistic jets emitted from the centers of some galaxies (called active galaxies) exhibit many interesting behaviors that are not yet fully understood: acceleration and collimation over vast distances, for instance, and occasional flaring activity. In the first part of my thesis, I examine the possibility of collimation and acceleration of relativistic jets by the pressure of the ambient medium surrounding the jet base. I discuss the differences in predicted jet behavior due to including the effects of a magnetic field threading the jet interior, and I describe the conditions that create some observed jet shapes, such as the “hollow cone” structure seen in M87 and similar jets. I also discuss what happens when the pressure outside of the jet drops so slowly that the jet shocks repeatedly, generating entropy at its boundary. Finally, I examine the spectra of the 40 brightest gamma-ray flares from blazars (active galaxies with jets pointed toward us) recorded by the Fermi Gamma-ray Space Telescope in its first four years of operation. I develop models to describe the observed behavior of these flares and discuss the physical implications of these models. Part II: The ability to clearly communicate scientific concepts to both peers and the lay public is an important component of being a scientist. Few training programs exist, however, for scien- tists to obtain these skills. In the second part of my thesis, I examine the impact of two different training efforts for very early-career scientists: first, a short science communication workshop for science, technology, engineering and math (STEM) graduate students, and second, science com- munication training integrated into existing astrophysics classes for undergraduate STEM majors and early STEM graduate students. I evaluate whether the students’ written communication skills demonstrate measurable improvement after training, and track students’ attitudes toward science communication
Mixed-Methods Study that Examines Nine Science Teachers' Perceptions of Slooh Robotic Telescope for Teaching Astronomy.
No full textAlthough previous studies show that robotic telescopes have the potential to enhance student learning, there is comparatively little research that focuses on teacher perceptions of this technology. This study investigates: "what is the academic merit of using SLOOH robotic telescopes to teach astronomy as perceived by science teachers?" Our sample consists of nine science teachers of students aged 13-18 years. Pre- and post-tests, interviews, and surveys were collected during two weeks of a summer online course about robotic telescopes. While pre and post-tests do not reveal a statistically significant gain in astronomy content knowledge, analysis of qualitative data reveals five themes which describe the most important aspects of using SLOOH according to participants: "Images," "Interface," "Classroom Application," "Instructor Impact," and "Logistical Issues." Analysis of these themes suggests that SLOOH can provide an interactive and social learning environment with capabilities to incorporate crossdisciplinary themes
The Development And Validation Of The Test Of Astronomy STandards (TOAST)
No full textThe Test Of Astronomy STandards (TOAST) is a comprehensive assessment instrument designed to measure students’ general astronomy content knowledge. Built upon the research embedded within a generation of astronomy assessments designed to measure single concepts, the TOAST is appropriate to measure across an entire astronomy course. The TOAST’s scientific content represents a consensus of expert opinion about what students should know from three different groups: the American Association for the Advancement of Science, the National Research Council, and the American Astronomical Society. The TOAST’s reliability and validity are established by results from Cronbach alpha and classical test theory analyses, a review for construct validity, testing for sensitivity to instruction, and numerous rounds of expert review. As such the TOAST can be considered a valuable tool for classroom instructors and discipline based education researchers in astronomy across a variety of learning environment