iStarDB (The Astronomy Education Research Repository)
Not a member yet
2071 research outputs found
Sort by
Modelo de accesibilidad de conceptos matemáticos aplicados en el curso de Astronomía Descriptiva para estudiantes con impedimentos visuales en la UPR
No full textEste estudio utiliza metodología de investigación cualitativa, con el propósito de describir, analizar y evaluar los procesos de diseño y desarrollo de un modelo de accesibilidad que consiste en estrategias de enseñanza de las matemáticas para estudiantes con impedimentos visuales matriculados en el curso de Astronomía Descriptiva en la UPR. Se utilizaron las siguientes estrategias para recopilar la información, 1) reflexiones de la investigadora en el proceso de diseño y desarrollo de las lecciones adaptadas, que se registraron en un diario reflexivo. 2) entrevista semiestructurada luego de haber trabajado las lecciones de aprendizaje adaptadas con los participantes. 3) observaciones y notas de la investigadora del trabajo de los participantes. Para obtener la información de los participantes se obtuvo los permisos institucionales necesarios; se seleccionaron los participantes y se validaron los instrumentos; se realizó el desarrollo de las lecciones adaptadas con los participantes; y finalmente, se analizó la información obtenida. El diseño de las lecciones de aprendizaje adaptadas se hizo siguiendo las recomendaciones curriculares de los temas de matemáticas aplicados en el curso de Astronomía Descriptiva realizado por la investigadora durante su semestre de internado. El testimonio de las voces de los participantes se obtuvo del proceso de desarrollo de las lecciones de aprendizaje adaptadas de temas seleccionados de conceptos matemáticos requeridos en el curso de Astronomía Descriptiva y de la entrevista semiestructurada con los participantes, luego de haber trabajado las lecciones de aprendizaje. Para el desarrollo de las lecciones de aprendizaje, se utilizaron materiales táctiles adaptados, materiales táctiles diseñados y materiales disponibles comercialmente. Los textos de las lecciones se imprimieron en tinta y en Braille. Se exhorta a diseñar y desarrollar estrategias de enseñanza accesibles, considerando como recursos para evaluar su efectividad a personas con impedimentos visuales. El utilizar estrategias de aprendizaje accesibles de acuerdo a las necesidades individuales de los estudiantes, contribuye para que los estudiantes con impedimentos visuales descubran, exploren, investiguen y formulen sus propias conclusiones durante su proceso de aprendizaje
Exploring the Visuospatial Challenge of Learning About Day and Night and the Sun's Path
No full textThe role of visualization and model-based reasoning has become increasingly significant in science education across a range of contexts. It is generally recognized that supporting learning in developing causal explanations for observed astronomical events presents considerable pedagogic challenge. Understanding the Sun's apparent movement across the sky requires a sophisticated interpretation of visuospatial relations. This study explores how preservice teachers employ models in reasoning about this phenomenon. It adopts a research methodology that attempts to capture the fine detail of learning using a range of strategies to determine student teachers’ use of models in visuospatial reasoning. This included individual learners documenting their responses during taught sessions as part of the process of capturing their personal perceptions. Student reflections on their own learning were subsequently discussed during follow-up audiotaped interviews. The findings revealed four different models of visuospatial reasoning used by the student teachers and highlighted subtle differences between individuals. The ways participants used these to make sense of the phenomenon and how this contributes to our understanding of model-based reasoning in basic astronomy are discussed. © 2013 Wiley Periodicals, Inc. Sci Ed 97:772–796, 201
Measuring the Relationship between Stellar Scintillation and Altitude: A Simple Discovery-based Observational Exercise used in College Level Non-major Astronomy Classes
No full textA simple naked eye observational exercise is outlined that teaches non-major astronomy students basic observational and critical thinking skills but does not require complex equipment or extensive knowledge of the night sky. Students measure the relationship between stellar scintillation and the altitude of a set of stars. Successful observations provide a correlation that can reveal the fundamental cause of stellar scintillation. Altitude is measured using an outstretched fist (∼9°), while stellar scintillation is measured using a 4-point subjective scale. Seven classes (300 students) have been evaluated and survey results of 72 students suggest the exercise is effective in teaching the intended population. Teaching techniques are outlined that may remediate misconceptions or challenge more advanced classes
Some Considerations on Educational Astronomy in the First Digital Planetarium from Romania, the Arges County Museum Planetarium
No full textThis paper would like to present some important theoretical aspects and observations over the large format projections in planetariums with special interest on the Educational values after seeing Content in the first digital planetarium of Romania. The role and the need for interdisciplinary studies in improving the Planetarium Educational Astronomy tasks and contents are pointed out as a present necessity. For the moment, this paper is also an open invitation that intends to encourage well- regarded scientists who are also interested in how to understand and design video & audio content for multimedia full-domes, commonly called planetarium movies
Writing is Thinking: Using Writing to Teach Science
No full textI discuss a pedagogical strategy in which we ask students to write about science. Such writing is to be done regularly and often, in class and out of class, in the format of brief “letters to a friend” and longer essays. The goal of this technique is not to teach students how to write; it is to use their writing to help them learn the science. Such exercises can be helpful even if the instructor never reads the students’ compositions
The Effects of Seductive Details in an Inflatable Planetarium
No full textAstronomy is becoming a forgotten science, which is evident by its relatively low enrollment figures compared to biology, chemistry, and physics. A portable inflatable planetarium brings relevance back to astronomy and offers support to students and educators by simulating realistic astronomical environments. This study sought to determine if learning is improved in an inflatable planetarium by adhering to the design principles of the cognitive theory of multimedia learning (CTML), specifically the coherence principle, in an authentic classroom. Two groups of 5th grade students of similar ability were purposefully assigned using a 1-teacher-to-many-students format with mean lesson lengths of 34 minutes. The experimental group was differentiated with seductive details, defined as interesting but irrelevant facts that can distract learning. The control group ( n = 28), with seductive details excluded, outperformed the experimental group (n = 28), validating the coherence principle and producing a Cohen's effect size of medium practical significance (d = 0.4). These findings suggest that CTML, when applied to planetarium instruction, does increase student learning and that seductive details do have a negative effect on learning. An adult training project was created to instruct educators on the benefits of CTML in astronomy education. This study leads to positive social change by highlighting astronomy education while providing educators with design principles of CTML in authentic settings to maximize learning, aid in the creation of digital media (astronomical simulations/instructional lessons for planetariums) and provide valuable training for owners of inflatable planetariums with the eventual goal of increasing student enrollment of astronomy courses at the local level
Continued Testing of Head-Mounted Displays for Deaf Education in a Planetarium
No full textFor more than a year now we have been developing techniques for using Head-Mounted Displays (HMD) to help accommodate a deaf audience in a planetarium environment. Our target audience is primarily children from 8 to 13 years of age, but the methodologies can be used for a wide variety of audiences. Applications also extend beyond the planetarium environment. Three tests have been done to determine if American Sign Language (ASL) can be delivered to the HMD and the student view both the planetarium show and the ASL ‘sound track’. From those early results we are now at the point of testing for comprehension improvement on a number of astronomical subjects. We will present a number of these early results
Inclusion Of Visually Impaired In The School Programme Scheduled Visit Of The Museu De Astronomia E Ciências Afins (MAST)
No full textInclusive Education in Brazil, contemplated in the 1988 Constitution and in the Law of Guidelines and Bases of National Education (9.394/96) highlights the importance and urgency of promoting inclusive education as a formative element of nationality. Inclusive Education refers to all people who are struggling in school. Inclusion should be in all educational institutions (formal and informal). Our goal in the graduation final task was to report the experience of mediation to visually impaired students of the Instituto Benjamin Constant (IBC) at the Museu de Astronomia e Ciências Afins (MAST), and also suggest some modifications and present new proposals for the School Visit Program
(VEP) through a specially constructed apparatus, where the sky can be sensed near the latitude of Rio de
Janeiro
The Influence of Positivism in the Nineteenth Century Astronomy in Argentina
No full textIn this paper we analyze the influence of positivism in Argentina astronomical culture in the nineteenth century. We did the analysis from two dimensions, scientific knowledge development and science teaching. Because Argentina was a very young country at that time, it was of singular importance, not only the development of scientific knowledge itself, but also the training of human resources for the transfer of such knowledge. In this regard, the influence of astronomy, in its role of modernizing discipline related to positivist ideal, was particularly noticeable in the training of teachers of primary schools. Domingo F. Sarmiento represents a turning point for the astronomy development in Argentina; his thought was strongly influenced by the Comtean positivism. Sarmiento believed that Copernican astronomy was one of the critical scientific disciplines to the formation of a “modern” citizen. Astronomy in Argentina was influenced by two epistemological streams: French and German positivism; however the first one was the most important. We shall show the relevant influence of the socio-historical context over the scientific development. We shall also see that science was a fundamental social actor in Argentina history
Astronomy for teachers
No full textProfessional astronomers in developing nations can aid basic education implementing a few strategies that have been put into effect in Mexico. Recently the number of years of compulsory education in Mexico was doubled, from six to twelve. Astronomy was included in the high-school curriculum as an optional subject, so there are several ways in which one can contribute to the national education system . We must find ways to train people in a more effective way. Magazines and books dedicated to teachers can play important role, as can brief courses for educators and organized conferences for science teachers