iStarDB (The Astronomy Education Research Repository)
Not a member yet
2071 research outputs found
Sort by
Astronomy alternative conceptions in pre-adolescent students in Western Australia
No full textAlternative conceptions in astronomy are a road block to new learning. Astronomy content is included in the Australian Curriculum (AC) from Year 3 and then intermittently in Year 5, Year 7 and Year 10. In accepting that science is socio-culturally constructed, it is important for teachers to have a clear understanding of the alternative conceptions that students bring with them to the science classroom. This article reports on the alternative conceptions elicited from 546 students ranging from Year 5 through Year 7 using a modified form of the Astronomy Diagnostic Test [Danaia, L. (2006). Students’ experiences, perceptions and performance in junior secondary school science: An intervention study involving a remote telescope (Doctoral dissertation). Charles Sturt University, Bathurst]. Results show that some well identified alternative conceptions, such as the ‘eclipse model’ to explain the phases of the Moon, exist before students enter high school and prior to any formal learning on the topic. In addition, this research identified a number of alternative conceptions held by pre-adolescent students in Western Australia that were based on knowledge that should have been consolidated by students in Year 3, viz., the relative movements of the Earth, Moon and Sun. Armed with students’ alternative conceptions as a part of their pedagogical content knowledge, teachers can construct active learning experiences that will challenge students’ existing constructs in order to allow for new learning. This sample suggests that we need to identify the reasons behind the lack of consolidation of the foundation astronomy content of the Australian Curriculum outlined for students in Year 3
Middle School Students’ Misconceptions about the Concepts of Astronomy
No full textThe purpose of the current study is to conduct developmental comparison of the middle school students’ misconceptions about the concepts of astronomy. The sampling of the study is comprised of middle school students attending a private school located in the west of Turkey. A total of 144 students participated in the study. In order to determine the students’ perceptions of the concepts of astronomy, a data collection tool consisting of five open-ended questions was developed by the researchers. The data collected through this data collection tool was subjected to content analysis; on the basis of the analysis of the students’ responses, codes were determined and on the basis of these codes, themes were constructed. The results are presented as percentages and frequencies. When the findings of the study were generally evaluated, it was concluded that the students have misconceptions about the concepts of astronomy
Robotic Telescopes and Student Research in the School Curriculum around the OECD countries
No full textThe aim of this paper is to explore the presence and possible incorporation of inquiry-based learning approaches using Robotic Telescopes and Student Research in the regular science curriculum. This study uses preliminary findings from an extensive ongoing study, which is currently reviewing the extent of astronomy content in the school curriculum of the 35 member countries from the OECD in addition to two emerging nations in modern astronomy – China and South Africa, which are not part of the OECD. Analysis of curriculum documents from 28 OECD countries, including China and South Africa, reveals that although there is a prevalence of astronomy related content in most grades, incorporating Robotic Telescopes and Student Research into the regular science curriculum is limited by two interdependent factors. Firstly, the majority of curricula introduce astronomy-related concepts through a descriptive lens, with a focus on the “what?”, rather than the “how?” or “why?”. Secondly, astronomy in comparison to other topics gets very little time allocation. Robotic Telescopes provide teachers with enormous potential to teach students not only topics related to science, but also to afford students the opportunity to engage in “authentic science”. Thus, it is vital for the members of the astronomy community to play a greater role in the development of curricula
Our Solar Siblings: A high school focused robotic telescope-based astronomy education project
No full textIn this paper, a robotic telescope-centric high-school level astronomy education project, Our Solar Siblings (OSS) is outlined. The project, an LCO official education partner, was formed as an institution-independent non-profit collaboration of volunteers officially in 2014, although the first version of the curriculum materials and approach was initially first designed in 2010. We outline the five goals of the project and the three approaches (formal classroom, independent student research and providing support to similar endeavours) we implement to pursue these goals. The curriculum materials, a central part of the project, are outlined as are their connections to various curriculum. The independent research project aspect and recent activity is presented. The article concludes with a brief update on the OSS evaluation which drives the educational design and the project’s future directions as of 2017
A Robotic Telescope For University-Level Distance Teaching
No full textWe present aspects of the deployment of a remotely operable telescope for teaching practical science to distance learning undergraduate students. We briefly describe the technical realization of the facility, PIRATE, in Mallorca and elaborate on how it is embedded in the Open University curriculum. The PIRATE teaching activities were studied as part of a wider research project into the importance of realism, sociability and meta-functionality for the effectiveness of virtual and remote laboratories in teaching practical science. We find that students accept virtual experiments (e.g. a telescope simulator) when they deliver genuine, ”messy” data, clarify how they differ from a realistic portrayal, and are flagged as training tools. A robotic telescope is accepted in place of on-site practical work when realistic activities are included, the internet connection is stable, and when there is at least one live video feed. The robotic telescope activity should include group work and facilitate social modes of learning. Virtual experiments, though normally considered as asynchronous tools, should also include social interaction. To improve student engagement and learning outcomes a greater situational awareness for the robotic telescope setting should be devised. We conclude this report with a short account of the current status of PIRATE after its relocation from Mallorca to Tenerife, and its integration into the OpenScience Observatories
Installing and Running Telescopes on Skynet for Research and Instruction
No full textWe have two telescopes on the Skynet system at our Dark Sky Observatory (DSO), with hopes to put on two more existing telescopes. The experience–basically good–of putting telescopes on Skynet for use by faculty, students, and researchers worldwide is described, as well as some of the difficulties of installation and maintenance, and beneficial experiences running them. Our first telescope, a 14-inch Celestron OTA on a Software Bisque Paramount ME German equatorial mount, was a relatively easy installation given its close match to the original Skynet PROMPT telescopes’ configuration. The second installation, a 17-inch PlaneWave OTA on a Mathis fork mount, has proven more challenging. We would like to put our 32-inch at DSO, as well as the campus 16-inch, on Skynet but the integral open-loop dome control in the DFM Engineering Telescope Control System presents some problems that are discusse
Sixth Grade Students’ Content-Specific Competencies and Challenges in Learning the Seasons Through Modeling
No full textRecent science education reform initiatives suggest that learning in science should be organized on the basis of scientists’ actual practices including the development and use of models. In line with this, the current study adapted three types of modeling practices to teach two Korean 6th grade science classes the causes of the Earth’s seasons. Specifically, the study aimed to identify the students’ content-specific competencies and challenges based on fine-grained descriptions and analyses of two target groups’ cases. Data included digital recordings of modeling-based science lessons in the two classes, the teacher’s and students’ artifacts, and interviews with the students. These multiple types of data were analyzed complementarily and qualitatively. It was revealed that the students had a competency in constructing models to generate the desired phenomenon (i.e., seasons). They had difficulty, however, in considering the tilt of the Earth’s rotation axis as a cause of the seasons and in finding a proper way of representing the Sun’s meridian altitude on a globe. But, when the students were helped and guided by the teacher and peers’ interventions, they were able to revise their models in alignment with the scientific understanding of the seasons. Based on these findings, the teacher’s pedagogical roles, which include using student competencies as resources, asking physical questions, and explicit guidance on experimentation skills, were recommended to support successful incorporations of modeling practices in the science classroom
ExMASS: A viable model for authentic student-scientist research partnerships
No full textThe Exploration of the Moon and Asteroids by Secondary Students (ExMASS) program provides students the opportunity to conduct authentic, student-led, open-inquiry research with assistance from their teacher and a scientist. One goal of the program is to enhance participants' attitudes toward science. Most students enter the ExMASS program with positive attitudes toward science. However, the attitude survey developed for ExMASS measured small but statistically significant increases in attitudes. This paper discusses the ExMASS program, an attitude towards science survey designed for the program's specific audience, and the results of statistical analyses of the survey. The validity of the attitudes survey was tested with an exploratory factor analysis (EFA). The results of the EFA revealed two salient factors measured by the survey: 1) Personal Importance of Science and 2) Importance of Science to Society. A reliability analysis revealed a Cronbach alpha value of 0.89. Paired t-tests revealed statistically significant differences in students' attitudes before and after the program. For Factor 1, participants' before scores were statistically significantly lower than their post scores, t(88) = 3.16, p<0.05. For Factor 2, participants' before scores were statistically significantly lower than their post scores, t(88) = 4.47, p<0.05. ExMASS has been shown to be a practical model for programs designed to increase high school student attitudes toward science. More information on the ExMASS program is available at https://www.lpi.usra.edu/exploration/education/hsResearch/
Characteristics of effective astronomer-educator partnerships in formal urban middle school science classrooms
No full text[This paper is part of the Focused Collection on Astronomy Education Research.] This qualitative study investigates astronomers’ and urban public middle school teachers’ beliefs about the characteristics of effective outreach partnerships in formal science classroom settings. Twelve astronomers and twelve science teachers participating in Baltimore Project ASTRO, a NSF grant-funded astronomer-educator partnership outreach program, were interviewed after participation using semistructured, in-depth interview techniques. Constant comparative analysis was used to analyze the interview transcripts. The findings suggest that astronomers and urban public middle school teachers believe that the characteristics of effective outreach partnerships center on the following three themes: partnership collaboration, astronomer and teacher characteristics, and astronomer and teacher dispositions. Regarding partnership collaboration, astronomers and teachers believed that establishing a relationship; maintaining communication; planning, preparing, and facilitating lessons collaboratively; and following up on lessons taught and modifying lessons for future implementation were vital characteristics for effective astronomer-educator partnerships. Concerning astronomer and teacher characteristics, effective astronomer partners were described as being willing to volunteer their time, willing to provide resources, and willing to purchase supplies. Effective educator partners were characterized as being responsible for managing the classroom and students, differentiating lessons and activities, and administering pre- and postastronomy assessments to students before and after their astronomer partner visits. In reference to astronomer and teacher dispositions, effective astronomers were prompt, able to relate to kids, exited, passionate about what they do, knowledgeable, tolerant, and easy going. Effective teachers were committed, motivated to have a volunteer astronomer in their classroom, passionate about teaching and about their students, and knowledgeable about the astronomy curriculum. The findings of this study help to provide a more comprehensive understanding of the characteristics of effective astronomer-educator partnerships in formal urban middle school science classrooms and help to provide essential guidance to all who are interested in designing and facilitating such science educational outreach programming
Finding the time: Exploring a new perspective on students' perceptions of cosmological time and efforts to improve temporal frameworks in astronomy
No full text[This paper is part of the Focused Collection on Astronomy Education Research.] One goal for a scientifically literate citizenry would be for learners to appreciate when the Earth came to be and where it resides in the Universe. Understanding the Earth’s formation in time in both a sociohistorical and scientific sense allows us to place humanity within the larger context of our existence in the Universe. This article considers prior research from cognitive science, psychology, history, and Earth and space science education to inform a new research agenda in astronomy education. While there exists prior research related to learner’s ideas of time and the Earth’s location, research on how to help students develop a coherent model of the Earth’s place in space and time in the Universe is still lacking. We highlight a set of preliminary findings from a pilot study that is part of this new agenda, which is focused on students’ ideas on how to connect the Earth’s formation with prior events in the Universe