Journal of Astronomy & Earth Sciences Education

Impact Of Collaborative Groups Versus Individuals In Undergraduate Inquiry-Based Astronomy Laboratory Learning Exercises

Kendra J. Sibbernsen — Mon, 19 Jan 2015 00:00:00 -0700

A mixed-method quasi-experimental study was designed to determine how 130 undergraduates in an introductory astronomy survey course laboratory changed their understanding of scientific inquiry working as individuals in relative isolation compared to working in small, collaborative learning groups when using specially designed astronomy curricula based on a backwards faded scaffolding approach (Slater, Slater, & Lyons, 2010). The results of this two-group comparison study were determined by examining the change in responses from the pretest to the posttest administration of the Views of Scientific Inquiry (VOSI) survey (Schwartz, Lederman, & Lederman, 2008), the increase in scores on laboratory exercises, and analysis of field notes from the instructor. Analysis suggests that all students increased their understanding of scientific inquiry and astronomy when using the specially designed course materials regardless if the students were working in groups or individually in the learning laboratories. However, qualitative analysis yields further insight that there exists a qualitative difference in the complexity of research questions students working in groups elect to pursue over those students working independently.

A Study Of Undergraduate Students’ Alternative Conceptions Of Earth’s Interior Using Drawing Tasks

Meredith L. McAllister — Mon, 19 Jan 2015 00:00:00 -0700

Learning fundamental geoscience topics such as plate tectonics, earthquakes, and volcanoes requires students to develop a deep understanding of the conceptual models geologists use when describing the structure and dynamics of Earth’s interior. Despite the importance of these mental models underlying much of the undergraduate geoscience curriculum, surprisingly little research related to this complex idea exists in the discipline-based science education research literature. To better understand non-science-majoring undergraduates' conceptual models of Earth’s interior, student-generated drawings and interviews were used to probe student understanding of the Earth. Ninety-two semi-structured interviews were conducted with non-science-major college students at the beginning of an entry-level geology course at a large Midwestern university. Students were asked to draw a picture of Earth’s interior and provide think-aloud explanations of their drawings. The results reveal that students hold a wide range of alternative conceptions about Earth, with only a small fraction having scientifically accurate ideas. Students’ understandings ranged from conceptualizing Earth’s interior as consisting of horizontal layers of rock and dirt, to more sophisticated views with Earth’s interior being composed of concentric layers with unique physical and chemical characteristics. Processes occurring within Earth, such as "convection," were rarely mentioned or explained. These results provide a first-steps basis from which to further explore college students’ thinking and contribute to the growing body of knowledge on earth science teaching and geoscience education research.

A Brief History Of Publishing Papers On Astronomy Education Research

Andrew Fraknoi — Mon, 19 Jan 2015 00:00:00 -0700

While some research had been done on K-12 and planetarium astronomy teaching from the 1930's to the 1980's, the growth of research on college physics education offered astronomy education researchers a model for examining techniques for teaching introductory college astronomy survey "Astronomy 101" courses as well. This early research was published in widely scattered journals and rarely reached the practitioners of astronomy education. The need to inform and unite the community of astronomy educators led to the birth of the journal "Astronomy Education Review," whose history and sudden death is analyzed. This paper provides a short history of publishing astronomy education research results and provides context for the advent of the new “Journal of Astronomy & Earth Sciences Education” (JAESE).

The Development And Validation Of The Test Of Astronomy STandards (TOAST)

Stephanie J. Slater — Mon, 19 Jan 2015 00:00:00 -0700

The 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 environments.

Exploring How Research Experiences For Teachers Changes Their Understandings Of The Nature Of Science And Scientific Inquiry

Sanlyn R. Buxner — Mon, 19 Jan 2015 00:00:00 -0700

The nature of science is a prevalent theme across United States national science education standards and frameworks as well as other documents that guide formal and informal science education reform. To support teachers in engaging their students in authentic scientific practices and reformed teaching strategies, research experiences for teachers offered in national laboratories, university research centers, and national field-sites promise opportunities to help teachers update their current understanding of STEM fields and experience firsthand how scientific research is conducted with the end goal of supporting more inquiry-based teaching approaches in their classrooms. This qualitative interpretive study used an adapted Views of Nature of Science and Views on Scientific Inquiry surveys and protocols to investigate changes in 43 practicing teachers’ understandings about the nature of science and scientific inquiry as a result of participation in one of three summer science research programs. Each program provided participants with research experiences alongside professional researchers as well as activities intended to increase participants’ abilities to provide inquiry-based science learning activities for their students. Data were collected using open-ended surveys pre-program, post-program and long-term follow-up surveys, semi-structured interviews, focus groups, along with researcher’s observations and field-notes. Participation in these programs led to small, measurable enhancements in teachers’ understandings of scientific inquiry and the nature of science. Teachers’ prior experience with research was found to have the strongest relationship to their knowledge of the nature of science and scientific inquiry. The data in this study provides evidence that research experiences can provide valuable experiences to support teachers’ improved knowledge of how science is conducted.

Editor’s Note: JAESE’S Initial Aim, Scope And Business Model

Timothy F. Slater — Mon, 19 Jan 2015 00:00:00 -0700

It is my professional privilege and personal pleasure to welcome you to the first issue of the new Journal of Astronomy & Earth Sciences Education. This journal is the direct result of the discipline-based science education research community coming together to explore new publishing options and business models to better connect theory, research, and practice of teaching and learning to improving Earth sciences science education at all levels, K-to-grey (kindergarten to senior citizens). Such action has taken tremendous courage by many parties to try something bold and new, as well as hold dear a commitment to honoring science education research traditions of the past. The initial direction and structure of JAESE has been guided by a highly-experienced editorial advisory and review board who have enthusiastically volunteered their time, expertise, and credibility to help this journal come to fruition.