Taasoobshirazi, G., Zuiker, S. J., Anderson, K., & Hickey, D. T. (2006). Enhancing inquiry, understanding, and achievement in an astronomy multimedia learning environment. Journal of Science Education and Technology, 15 (5-6), 383-395. (original) (raw)
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Enhancing inquiry, understanding, and achievement in an astronomy multimedia learning environment
Journal of Science …, 2006
As an example of design-based research, this study refined an assessment strategy for simultaneously enhancing inquiry-based learning and supporting achievement on conventional assessment measures. Astronomy Village Ò : Investigating the Universeä is a software program designed to engage secondary science students in authentic and inquiry-based learning over core topics in astronomy. The software was enhanced with a 20-hour curriculum and three levels of assessment to ensure successful inquiry experiences and high-stakes achievement. The first year implementation of Astronomy Village Ò yielded significant gains on a curriculumoriented exam but not a standards-oriented test, and provided useful design insights that were integrated into the second year implementations. Significant gains were obtained on the test during the second year as well. It is expected that many existing inquiry-oriented science curricula might be similarly enhanced, and is suggested that a large-scale effort to do so might have a lasting impact on science education.
In this paper, we outline the theory behind the educational design used to implement a large-scale high school astronomy education project. This design was created in response to the realization of ineffective educational design in the initial early stages of the project. The new design follows an iterative improvement model where the materials and general approach can evolve in response to solicited feedback. The improvement cycle concentrates on avoiding overly positive self-evaluation while addressing relevant external school and community factors while concentrating on backward mapping from clearly set goals. Limiting factors, including time, resources, support and the potential for failure in the classroom, are dealt with as much as possible in the large-scale design allowing teachers the best chance of successful implementation in their real-world classroom. The actual approach adopted following the principles of this design is also outlined, which has seen success in bringing real astronomical data and access to telescopes into the high school classroom.
In this paper, we present the results from a study of the impact on students involved in a large-scale inquiry-based astronomical high school education intervention in Australia. Students in this intervention were led through an educational design allowing them to undertake an investigative approach to understanding the lifecycle of stars more aligned with the 'ideal' picture of school science. Through the use of two instruments, one focused on content knowledge gains and the other on student views of school science, we explore the impact of this design. Overall, students made moderate content knowledge gains although these gains were heavily dependent on the individual teacher, the number of times a teacher implemented and the depth to which an individual teacher went with the provided materials. In terms of students' views, there were significant global changes in their views of their experience of the science classroom. However, there were some areas where no change or slightly negative changes of which some were expected and some were not. From these results, we comment on the necessity of sustained long-period implementations rather than single interventions, the requirement for similarly sustained professional development and the importance of monitoring the impact of inquiry-based implementations. This is especially important as inquiry-based approaches to science are required by many new curriculum reforms, most notably in this context, the new Australian curriculum currently being rolled out.
This project explores the effectiveness of learner-centered education (LCE) principles and practices on student learning and attitudes in an online interactive introductory astronomy course for non-science majors by comparing a high-quality Internet-delivered course with a high-quality on-campus course, both of which are based on the principles of LCE. To date, there have been numerous comparisons of conventional lecture courses with distance-learning courses described in the literature, which show little significant difference between the two learning environments. A careful review suggests that these are often noninteractive lecture courses, compared with traditional reading and correspondence courses in which assignments are submitted via e-mail. In contrast, this study compares an interactive Internet-delivered course with a learner-centered on-campus course, both of which use highly interactive teaching techniques characteristic of LCE. To do this, we created a hypermedia learning experience for introductory astronomy that matches Internet technology with how people learn. This course weaves multimedia visualizations into a structured learning environment by breaking down complex concepts into bite-sized pieces. Each cognitive piece contains hyperlinks that explain all terms. Illustrations consist of high-resolution images, animations, and videos that students manipulate to answer questions. Each module helps students engage in the pursuit of learning astronomy by providing activities in which students use astronomical data. Learners are required to answer premodule questions-not as multiple-choice questions, but as written narratives-about the concept under study to make their knowledge explicit. At the conclusion stage, students compare new ideas with their initial answers and evaluate various alternative explanations. We find that although this innovative course accomplishes its goals and students achieve an acceptable level of achievement, the high-quality on-campus course experience yields significantly higher achievement gains.
NASA Education: Using Inquiry in the Classroom So that Students See Learning in a Whole New Light
Journal of Science Education and Technology, 2005
This article addresses how NASA uses inquiry in the classroom so that students can see learning in a whole new light. The goal is to increase scientific literacy among Americans and to entice a greater number of students to pursue careers in science, technology, engineering and mathematics. Although NASA offers a diverse array of programs that incorporate inquiry learning through a well-established distribution network, this article examines two programs:
Development and Validation of Instructional Material in Astronomy
International Journal of Multidisciplinary: Applied Business and Education Research
This study used descriptive - developmental education research design. There are 17 science teacher education students whose currently taking Astronomy subject as major subject, and 12 faculty specialist in the field of science and professional education who served as participants of the study. Two instruments were used in gathering data, including; assessment tests and descriptive checklist. Findings revealed the following: the level of competency of the students were satisfactory before the development of the material; the developed instructional material was a module entitled “Solar: Module for Astronomy.” It was composed of different parts. It contains 19 congruent worksheets; the instructional material was perceived as “Very Useful.”; and the instructional material was perceived as “Not Difficult” to utilize. Thus, in view of these conclusions, it recommends to heighten the level of competency of the students by using developed instructional materials as references and resource...
A Review of Astronomy Education Research
The field of astronomy education is rapidly growing beyond merely sharing effective activities or curriculum ideas. This paper categorizes and summarizes the literature in astronomy education research and contains more than 100 references to articles, books, and Web-based materials. Research into student understanding on a variety of topics now occupies a large part of the literature. Topics include the shape of Earth and gravity, lunar phases, seasons, astrobiology, and cosmology. The effectiveness of instructional methods is now being tested systematically, taking data beyond the anecdotal with powerful research designs and statistical analyses. Quantitative, qualitative, and mixed-methods approaches have found their places in the researcher's toolbox. In all cases, the connection between the research performed and its effect on classroom instruction is largely lacking. Astronomy is one of the oldest sciences known. Whether it is the basis of planning for an elaborate religious ceremony or working on the cutting-edge of science and technology, astronomy remains at the forefront of the public's attention and interest. Astronomy in educational contexts—its presence in the classroom, museum, or observatory at any level—has fluctuated with popular opinion of the time. At one time, astronomy was a required course for anyone seeking a college degree; today, most college students see it as only one of many electives at select universities. But in spite of astronomy's long presence in the public eye, research in astronomy education is a very new field. What little systematic research has been conducted on the teaching and learning of astronomy is scattered among many journals over the years. Prior to 2002, there were no journals dedicated to this emerging field; the online journal the Astronomy Education Review began publication in late 2001.
Pro-Quest, 2017
Technology in college classrooms has gone from being an enhancement to the learning experience to being something expected by both instructors and students. This design-based research investigation takes technology one step further, putting the tools used to teach directly in the hands of students. The study examined the affordances and constraints of two simulation tools for use in introductory astronomy courses. The variety of experiences participants had using two tools; a virtual reality headset and fulldome immersive planetarium simulation, to manipulate a lunar surface flyby were identified using a multi-method research approach with N = 67 participants. Participants were recruited from classes of students taking astronomy over one academic year at a two-year college. Participants manipulated a lunar flyby using a virtual reality headset and a motion sensor device in the college fulldome planetarium. Data were collected in the form of two post-treatment questionnaires using Likert-type scales and one small group interview. The small group interview was intended to elicit various experiences participants had using the tools. Responses were analyzed quantitatively for optimal flyby speed and qualitatively for salient themes using data reduction informed by a methodological framework of phenomenography to identify the variety of experiences participants had using the tools. Findings for optimal flyby speed of the Moon based on analysis of data for both the Immersion Questionnaire and the Simulator Sickness Questionnaire done using SPSS software determine that the optimal flyby speed for college students to manipulate the Moon was calculated to be .04 x the radius of the Earth (3,959 miles) or 160 miles per second. A variety of different participant experiences were revealed using MAXQDA software to code positive and negative remarks participants had when engaged in the use of each tool. Both tools offer potential to actively engage students with astronomy content in college lecture and laboratory courses.
Journal of Science …, 2000
In this manuscript we describe an introductory astronomy course for undergraduate students in which we moved from the large-lecture format to one in which students were immersed in a technologically-rich, inquiry-based, participatory learning environment. Specifically, undergraduate students used 3-D modeling to construct virtual reality models of the solar system, and in the process, build rich understandings of various astronomical phenomena. For this study, primarily naturalistic inquiry was used to gain a holistic view of this semester-long course. These data are presented as two case studies focusing on: (1) the role of the teacher in this participatory learning environment; (2) the particular dynamics that formed in each group; (3) the modeling process; (4) the resources used, specifically student-developed inscriptions; and (5) the role of technology and whether learning the technology interfered with learning astronomy. Results indicated that VR can be used effectively in regular undergraduate university courses as a tool through which students can develop rich understandings of various astronomical phenomena.