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Journal articles on the topic 'Student understanding of astronomy'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Balfour, Jordan, and Antje Kohnle. "Testing conceptual understanding in introductory astronomy." New Directions in the Teaching of Physical Sciences, no. 6 (February 23, 2016): 26–29. http://dx.doi.org/10.29311/ndtps.v0i6.375.

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Understanding students‟ prior beliefs about the nature of the Universe is a first step towards improving astronomy instruction. This article describes results from two diagnostic surveys testing understanding of astronomy concepts given to first, second and third-year St Andrews students taking astronomy and astrophysics modules.We highlight results pertaining to the phases of the Moon, the cause of the seasons, planet temperatures and properties of comets, and discuss possible underlying reasons for student difficulties. We find that some misconceptions remain at higher levels, and that new k

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2

Bailey, Janelle M., and Timothy F. Slater. "A Contemporary Review of K-16 Astronomy Education Research." Highlights of Astronomy 13 (2005): 1029–31. http://dx.doi.org/10.1017/s1539299600018037.

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Astronomy education research (AER) uses the systematic techniques honed in science education and physics education research to understand what and how students learn about astronomy, and determine how instructors can create more productive learning environments for their students. A recent review of the literature in this area revealed a number of articles that could be classified into four major categories: research into student understanding, research on instructional methods, research on teacher understanding, and descriptions of curriculum materials.

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3

Berryhill, Katie J., and Timothy F. Slater. "Opportunity to Learn: Investigating Possible Predictors for Pre-Course Test Of Astronomy STandards TOAST Scores." Journal of Astronomy & Earth Sciences Education (JAESE) 4, no. 2 (2018): 95–108. http://dx.doi.org/10.19030/jaese.v4i2.10127.

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As discipline-based astronomy education researchers become more interested in experimentally testing innovative teaching strategies to enhance learning in undergraduate introductory astronomy survey courses ("ASTRO 101”), scholars are placing increased attention toward better understanding factors impacting student gain scores on the widely used Test Of Astronomy STandards (TOAST). Usually used in a pre-test and post-test study design, college faculty might naturally assume that the pre-course differences observed between high- and low-scoring college students might be due in large part to the

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4

Mazzolini, Margaret, and Bronwyn Halls. "Astro Concepts: Learning Underlying Physics Principles in Conceptual Astronomy." Publications of the Astronomical Society of Australia 17, no. 2 (2000): 149–51. http://dx.doi.org/10.1071/as00149.

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AbstractAstro Concepts is a project within Swinburne University of Technology in Melbourne developing browser-based software modules on Optical Telescopes, Nebulae and Binary Stars. The modules are designed to enhance students' understanding of basic physics concepts, which underlie introductory-level conceptual astronomy courses. When complete, the Astro Concepts modules will be available for use in university courses in introductory astronomy, introductory physics teaching, secondary teaching and online astronomy education. The strategy outlined here is to obtain a reasonable level of unders

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Loverude, Michael E., Christian H. Kautz, and Paula R. L. Heron. "Helping students develop an understanding of Archimedes’ principle. I. Research on student understanding." American Journal of Physics 71, no. 11 (2003): 1178–87. http://dx.doi.org/10.1119/1.1607335.

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6

Hudgins, David W., Edward E. Prather, Diane J. Grayson, and Derck P. Smits. "Effectiveness of Collaborative Ranking Tasks on Student Understanding of Key Astronomy Concepts." Astronomy Education Review 5, no. 1 (2006): 1–22. http://dx.doi.org/10.3847/aer2006001.

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7

Jirungnimitsakul, S., and P. Wattanakasiwich. "Assessing student understanding of measurement and uncertainty." Journal of Physics: Conference Series 901 (September 2017): 012121. http://dx.doi.org/10.1088/1742-6596/901/1/012121.

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8

Somroob, S., and P. Wattanakasiwich. "Investigating student understanding of simple harmonic motion." Journal of Physics: Conference Series 901 (September 2017): 012123. http://dx.doi.org/10.1088/1742-6596/901/1/012123.

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9

Muhassanah, N., and H. S. Lukman. "Analysis of mathematics student understanding: calculus concepts." Journal of Physics: Conference Series 1657 (October 2020): 012069. http://dx.doi.org/10.1088/1742-6596/1657/1/012069.

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10

Slater, Stephanie J., Sharon Price Schleigh, and Debra J. Stork. "Analysis of Individual Test Of Astronomy STandards (TOAST) Item Responses." Journal of Astronomy & Earth Sciences Education (JAESE) 2, no. 2 (2015): 89. http://dx.doi.org/10.19030/jaese.v2i2.9513.

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<p>The development of valid and reliable strategies to efficiently determine the knowledge landscape of introductory astronomy college students is an effort of great interest to the astronomy education community. This study examines individual item response rates from a widely used conceptual understanding survey, the Test Of Astronomy Standards (TOAST). The TOAST, a 27-item, multiple-choice format, criterion-referenced test, addresses both the full range of topics commonly taught in a one- or two-semester undergraduate introductory astronomy survey courses, and concepts described in var

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11

Vicari, Chris. "Escape the Planet: Empowering Student Designers to Create a Science-Based Escape Room with Augmented Reality." International Journal of Designs for Learning 11, no. 2 (2020): 80–95. http://dx.doi.org/10.14434/ijdl.v11i2.24110.

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The American Museum of Natural History (AMNH) in New York City implemented a science-based curriculum pairing augmented reality (AR) with a student-designed escape room experience to support astronomy learning. AR has the potential to simplify complex systems into digestible concepts. Designing an escape room experience provided students with an exciting opportunity to apply their understanding of astronomy concepts. This paper (1) presents a background of the curriculum, our development process, and describes the student-design framework, (2) describes the design of the escape room and the ac

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12

Gunstone, Richard F. "Student understanding in mechanics: A large population survey." American Journal of Physics 55, no. 8 (1987): 691–96. http://dx.doi.org/10.1119/1.15058.

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13

Kurniawan, Dede Trie, Dina Pratiwi Dwi Santi, and Sri Maryanti. "PROGRAM EDUKASI ASTRONOMI MELALUI KEGIATAN STREAM UNTUK SISWA SEKOLAH DASAR DALAM UPAYA PENINGKATAN KESADARAN KEAMANAN PENGAMATAN PERISTIWA GERHANA MATAHARI." Al-Khidmat 3, no. 1 (2020): 70–78. http://dx.doi.org/10.15575/jak.v3i1.7651.

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AbstrakPengabdian ini bertujuan untuk mengimplementasikan pembelajaran berbasis STREAM (Sains, Teknologi, Religi, Teknik, Seni dan Matematika) dengan konteks materi gerhana matahari cincin untuk siswa sekolah dasar. Kegiatan edukasi astronomi ini sebagai upaya peningkatan kesadaran keamanan pengamatan dalam mengamati peristiwa gerhana matahari cincin bagi siswa sekolah dasar dengan melalui pendekatan pembelajaran STREAM. Kegiatan ini dimaksudkan sebagai wahana edukasi astronomi dalam menanamkan sebuah pemahaman kesadaran keamanan kepada siswa SD dalam mengamati peristiwa gerhana matahari disal

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14

Hufnagel, Beth, Timothy Slater, Grace Deming, et al. "Pre-course Results from the Astronomy Diagnostic Test." Publications of the Astronomical Society of Australia 17, no. 2 (2000): 152–55. http://dx.doi.org/10.1071/as00152.

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AbstractWe present selected results from the January 1999 semester pre-course administration of the Astronomy Diagnostic Test (ADT), a research-based, multiple-choice instrument that assesses student knowledge and understanding about selected concepts in astronomy. The ADT is valid for undergraduate non-science majors taking an introductory astronomy course. This paper briefly summarises the development and validation processes, which included pre-course administration to 1557 students in 22 classes attending 17 various post-secondary institutions across the USA in the January 1999 semester. T

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15

Dukes, Robert J. "Microcomputers in the Teaching of Astronomy." International Astronomical Union Colloquium 105 (1990): 159–70. http://dx.doi.org/10.1017/s0252921100086632.

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There are many ways to use computers in teaching. This paper discusses one of those ways: as an adjunct to the introductory astronomy course as taught in the United States.The computer allows the demonstration of phenomena in a graphic dynamic manner, so its use can enable students to gain a deeper understanding of the material than they might when they passively listen to a lecture, look at slides, or study a textbook. In a very real sense, material presented in a computer is similar to that presented by film or video, but with one major difference: viewing movies is essentially a passive exp

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16

Siregar, TM, S. Frisnoiry, and A. Andreani. "Blog as a Learning Media in Increasing Student Understanding." Journal of Physics: Conference Series 1462 (February 2020): 012032. http://dx.doi.org/10.1088/1742-6596/1462/1/012032.

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17

Singh, Chandralekha. "Student understanding of symmetry and Gauss’s law of electricity." American Journal of Physics 74, no. 10 (2006): 923–36. http://dx.doi.org/10.1119/1.2238883.

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18

Sumartini, Tina Sri, and Nanang Priatna. "Identify student mathematical understanding ability through direct learning model." Journal of Physics: Conference Series 1132 (November 2018): 012043. http://dx.doi.org/10.1088/1742-6596/1132/1/012043.

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19

Francis, Paul J., and Aidan P. Byrne. "Use of Role-playing Exercises in Teaching Undergraduate Astronomy and Physics." Publications of the Astronomical Society of Australia 16, no. 2 (1999): 206–11. http://dx.doi.org/10.1071/as99206.

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AbstractThe use of role-playing exercises in the teaching of university astronomy and physics can enliven lectures, deepen student understanding and dramatically increase the level of classroom interaction. A series of case studies is presented, illustrating the nature of this technique, its advantages and some of its pitfalls. Several ready-to-run exercises are included.

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20

Hansen, John A., Michael Barnett, James G. MaKinster, and Thomas Keating. "The impact of three‐dimensional computational modeling on student understanding of astronomy concepts: a qualitative analysis." International Journal of Science Education 26, no. 13 (2004): 1555–75. http://dx.doi.org/10.1080/09500690420001673766.

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21

Grove, T. T., and M. F. Masters. "A student assembled spectrograph with a CCD detector to assist with students' understanding of spectrometry." European Journal of Physics 28, no. 4 (2007): 747–53. http://dx.doi.org/10.1088/0143-0807/28/4/013.

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22

Nasution, M. L., and N. Hafizah. "Development of students’ understanding of mathematical concept with STAD type cooperative learning through student worksheets." Journal of Physics: Conference Series 1554 (May 2020): 012035. http://dx.doi.org/10.1088/1742-6596/1554/1/012035.

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23

Sari, D. N., B. Usodo, and I. Pramudya. "Analysis of Concept Understanding Student in Class X Inequalities Material." Journal of Physics: Conference Series 1306 (August 2019): 012029. http://dx.doi.org/10.1088/1742-6596/1306/1/012029.

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24

Fumeron, S., B. Berche, and F. Moraes. "Improving student understanding of electrodynamics: The case for differential forms." American Journal of Physics 88, no. 12 (2020): 1083–93. http://dx.doi.org/10.1119/10.0001754.

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25

Ortiz, Luanna G., Paula R. L. Heron, and Peter S. Shaffer. "Student understanding of static equilibrium: Predicting and accounting for balancing." American Journal of Physics 73, no. 6 (2005): 545–53. http://dx.doi.org/10.1119/1.1862640.

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26

Lawson, Ronald A., and Lillian C. McDermott. "Student understanding of the work‐energy and impulse‐momentum theorems." American Journal of Physics 55, no. 9 (1987): 811–17. http://dx.doi.org/10.1119/1.14994.

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27

Sholehah, M., T. Herman, and D. Juandi. "Student difficulties on understanding word problem based on ESD goals." Journal of Physics: Conference Series 1157 (February 2019): 042050. http://dx.doi.org/10.1088/1742-6596/1157/4/042050.

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28

Ambarwanti, D., I. M. Astra, A. A. Yaqin, and I. Sugihartono. "Theremin as teaching aid to improve student understanding of waves." Journal of Physics: Conference Series 1402 (December 2019): 044094. http://dx.doi.org/10.1088/1742-6596/1402/4/044094.

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29

Marshman, Emily, Ryan Sayer, Charles Henderson, Edit Yerushalmi, and Chandralekha Singh. "The challenges of changing teaching assistants’ grading practices: Requiring students to show evidence of understanding." Canadian Journal of Physics 96, no. 4 (2018): 420–37. http://dx.doi.org/10.1139/cjp-2017-0030.

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Teaching assistants (TAs) are often responsible for grading in introductory physics courses at large research universities. Their grading practices can shape students’ approaches to problem solving and learning. Physics education research recommends grading practices that encourage students to provide evidence of understanding via explication of the problem-solving process. However, TAs may not necessarily grade in a manner that encourages students to provide evidence of understanding in their solutions. Within the context of a semester-long TA professional development course, we investigated

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30

Pundak, David. "EVALUATION OF CONCEPTUAL FRAMEWORKS IN ASTRONOMY." Problems of Education in the 21st Century 69, no. 1 (2016): 57–75. http://dx.doi.org/10.33225/pec/16.69.57.

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Even though astronomy is the oldest science, it is still an open question how to evaluate students’ understanding in astronomy. In spite of the fact that some methods and evaluation tools have been developed for that purpose, the sources of students' difficulties in astronomy are still unclear. This paper presents an investigation of the changes in conceptual frameworks in astronomy among 50 engineering students as a result of learning a general course in astronomy. A special tool called Conceptual Frameworks in Astronomy (CFA), which was initially used in 1989, was adopted to gather data for

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31

Palma, Christopher, Julia Plummer, KeriAnn Rubin, et al. "Have Astronauts Visited Neptune? Student Ideas About How Scientists Study The Solar System." Journal of Astronomy & Earth Sciences Education (JAESE) 4, no. 1 (2017): 63. http://dx.doi.org/10.19030/jaese.v4i1.9974.

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The nature of students’ ideas about the scientific practices used by astronomers when studying objects in our Solar System is of widespread interest to discipline-based astronomy education researchers. A sample of middle-school, high-school, and college students (N=42) in the U.S. were interviewed about how astronomers were able to learn about properties of the Solar System as a follow-up question after specific questions about the nature of the Solar System and its objects. These students often held naive ideas about the practices of astronomy, and 19% of them proposed that humans or robots h

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32

Scherr, Rachel E., Peter S. Shaffer, and Stamatis Vokos. "Student understanding of time in special relativity: Simultaneity and reference frames." American Journal of Physics 69, S1 (2001): S24—S35. http://dx.doi.org/10.1119/1.1371254.

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33

Fitriasari, N. S., M. F. Ashiddiqi, and E. A. Nurdin. "Improving student understanding in web programming material through multimedia adventure games." Journal of Physics: Conference Series 1013 (May 2018): 012101. http://dx.doi.org/10.1088/1742-6596/1013/1/012101.

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34

Passante, Gina, Benjamin P. Schermerhorn, Steven J. Pollock, and Homeyra R. Sadaghiani. "Time evolution in quantum systems: a closer look at student understanding." European Journal of Physics 41, no. 1 (2019): 015705. http://dx.doi.org/10.1088/1361-6404/ab58bf.

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35

Singh, Chandralekha. "Student understanding of quantum mechanics at the beginning of graduate instruction." American Journal of Physics 76, no. 3 (2008): 277–87. http://dx.doi.org/10.1119/1.2825387.

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36

Brown, Benjamin, and Chandralekha Singh. "Student understanding of the first law and second law of thermodynamics." European Journal of Physics 42, no. 6 (2021): 065702. http://dx.doi.org/10.1088/1361-6404/ac18b4.

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37

Susman, Katarina, and Jerneja Pavlin. "IMPROVEMENTS IN TEACHERS' KNOWLEDGE AND UNDERSTANDING OF BASIC ASTRONOMY CONCEPTS THROUGH DIDACTIC GAMES." Journal of Baltic Science Education 19, no. 6 (2020): 1020–33. http://dx.doi.org/10.33225/jbse/20.19.1020.

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Literature review shows that many primary school teachers have poor understanding of basic astronomy contents. Therefore, the aim of the study was to introduce specific astronomical content to in-service primary school teachers through two didactic games, to evaluate the didactic games and the teachers’ knowledge and understanding before and after the implementation of the didactic games. The research included 24 in-service primary school teachers. The data were collected through the knowledge test (pre-post design) and questionnaires for each didactic game. The results showed that the teacher

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38

Ohyama, Masamitsu. "Development and validation of astronomy-centred cross-disciplinary teaching materials for fostering thinking development." Impact 2021, no. 4 (2021): 10–12. http://dx.doi.org/10.21820/23987073.2021.4.10.

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Learning methods tend to vary according to the subject or theme at hand, but when it comes to subjects like mathematics or physics there are certain facts that cannot be challenged. There is a significant difference between simply memorising the facts and actually understanding them. Dr Masamitsu Ohyama, Shiga University, Japan, is passionate about the need for students and teachers to recognise the difference between memorising and understanding. According to a national survey on university students conducted by his team, many students do not understand the basic contents of physics taught in

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39

Anri, Y., J. Maknun, and D. T. Chandra. "Analysis of senior high school student understanding on gas kinetic theory material." Journal of Physics: Conference Series 1013 (May 2018): 012058. http://dx.doi.org/10.1088/1742-6596/1013/1/012058.

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40

Firdausi, N., H. W. Prabawa, and H. Sutarno. "Improve Student Understanding Ability Through Gamification in Instructional Media Based Explicit Instruction." Journal of Physics: Conference Series 812 (February 2017): 012069. http://dx.doi.org/10.1088/1742-6596/812/1/012069.

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41

Utami, N. H., and S. Amintarti. "TPS improving student understanding and collaborative activity in topic blood circulation system." Journal of Physics: Conference Series 1440 (January 2020): 012072. http://dx.doi.org/10.1088/1742-6596/1440/1/012072.

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42

Kautz, Christian H., Paula R. L. Heron, Michael E. Loverude, and Lillian C. McDermott. "Student understanding of the ideal gas law, Part I: A macroscopic perspective." American Journal of Physics 73, no. 11 (2005): 1055–63. http://dx.doi.org/10.1119/1.2049286.

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43

Kautz, Christian H., Paula R. L. Heron, Peter S. Shaffer, and Lillian C. McDermott. "Student understanding of the ideal gas law, Part II: A microscopic perspective." American Journal of Physics 73, no. 11 (2005): 1064–71. http://dx.doi.org/10.1119/1.2060715.

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44

Dewi, E., Muslim, and A. Samsudin. "An investigation of conceptual understanding ability K-11 student of linear motion." Journal of Physics: Conference Series 1280 (November 2019): 052055. http://dx.doi.org/10.1088/1742-6596/1280/5/052055.

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45

Gerbaldi, M. "Training in Astronomy." Highlights of Astronomy 11, no. 2 (1998): 910–11. http://dx.doi.org/10.1017/s1539299600019122.

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Astronomy offers a unique opportunity for promoting the science teaching in its present crisis. Astronomy can be introduced at various levels and become the medium by which both primary science education and public understanding of science are stimulated.At the University level, astronomy can be introduced in the curricula of university colleges and be a subject for M.Sc. and Ph.D. degrees. Astronomy, can give students the opportunity to work scientifically from observations and known physical laws in order to derive knowledge in another field of science. Astronomy can be taught with less form

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46

Ersteniuk, Yaroslav, Ivan Gasyuk, Anna Boryschak, and Petro Yakubovskyi. "Methodology of Problems Creation and Selection for Astronomy Olympiads on Example of Tasks on the Topic of Kepler's Laws." Journal of Vasyl Stefanyk Precarpathian National University 7, no. 1 (2020): 156–65. http://dx.doi.org/10.15330/jpnu.7.1.156-165.

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Based on many years of experience in the organization of the third stage of Ukrainian National Astronomy Olympiad, the authors of the article attempt to formulate general principles for the selection and compilation of astronomy olympiad problems, as well as to demonstrate the application of the described principles on the example of astronomy olympiads in Ivano-Frankivsk region. The peculiarities of school Olympiad in astronomy, the purpose of their conduct, the specificity of task packages, including necessity for differentiation by complexity and topics, were analyzed. A characteristic feat

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47

Moll, Rachel F., and Marina Milner-Bolotin. "The effect of interactive lecture experiments on student academic achievement and attitudes towards physics." Canadian Journal of Physics 87, no. 8 (2009): 917–24. http://dx.doi.org/10.1139/p09-048.

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This paper examines the effects of computer-based Interactive Lecture Experiments (ILEs) in a large introductory physics course on student academic achievement and attitudes towards physics. ILEs build on interactive lecture demonstrations by requiring students to analyze data during and after lecture demonstrations. Academic achievement was measured using the Force Concept Inventory (FCI) and final examinations' grades; and student attitudes were measured using a Colorado Learning Attitudes about Science Survey (CLASS). FCI results showed a general positive shift (about average for an interac

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48

Close, Hunter G., Luanna S. Gomez, and Paula R. L. Heron. "Student understanding of the application of Newton's second law to rotating rigid bodies." American Journal of Physics 81, no. 6 (2013): 458–70. http://dx.doi.org/10.1119/1.4797457.

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49

Rakhman, P. A., D. Suryadi, and S. Prabawanto. "Mathematical communication of junior high student based on the conceptual understanding of triangle." Journal of Physics: Conference Series 1157 (February 2019): 042115. http://dx.doi.org/10.1088/1742-6596/1157/4/042115.

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50

Cari, C., Scundy Nourma Pratiwi, Harry Affandy, and Dewanta Arya Nugraha. "Investigation of undergraduate student concept understanding on Hydrostatic Pressure using two-tier test." Journal of Physics: Conference Series 1511 (April 2020): 012085. http://dx.doi.org/10.1088/1742-6596/1511/1/012085.

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