Astronomy Education Journal最新文献_第2页

“Holes in the atmosphere of the universe”: An empirical qualitative study on mental models of students regarding black holes “宇宙大气中的黑洞”:学生黑洞心理模型的实证定性研究

Astronomy Education Journal Pub Date : 2022-09-13 DOI: 10.32374/aej.2022.2.1.029ra

M. Ubben, Johanna Hartmann, Alexander Pusch

{"title":"“Holes in the atmosphere of the universe”: An empirical qualitative study on mental models of students regarding black holes","authors":"M. Ubben, Johanna Hartmann, Alexander Pusch","doi":"10.32374/aej.2022.2.1.029ra","DOIUrl":"https://doi.org/10.32374/aej.2022.2.1.029ra","url":null,"abstract":"Black holes are both interesting to many students and are part of several school and university curricula. However, it has not yet been documented in detail what kind of mental models of black holes students have. As such, this study qualitatively reports on the mental models of 53 university students, most of them with a non-physics major. The gestalts of the mental models found were mostly disc shaped holes or black spheres, though some funnels or ellipsoids were also described by the students. As for the functionality, students associated attractive functions with a black hole, though more elaborate descriptions such as time dilation or gravitational lensing and Hawking radiation were also named. All university students described a kind of black hole creation, though not all knew about their change in time and only described growth or could not give founded reasons for the change. Several participants showed potential problems by seeing their mental model as a direct replica of reality and assumed that black holes were literally holes. Conceptual problems regarding things “behind” the holes were raised. The results show that many rudimentary properties of black holes are known to university students without explicit education in that field, and a surprising amount of physics quantities were associated with them, although things like density or mass were described inadequately in several cases. Though mental models of black holes were not documented this extensively before, parallels in thinking with mental models in other areas of physics could be observed, making the findings consistent with literature.","PeriodicalId":424141,"journal":{"name":"Astronomy Education Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132757217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Learning and Teaching Astronomy with Digital Tools promotes Physics Student Teachers' digital Competencies 用数字工具教天文学促进物理学生教师的数字能力

Astronomy Education Journal Pub Date : 2022-09-13 DOI: 10.32374/aej.2022.2.1.021bp

Ronja Langendorf, Susanne Schneider, Frederic V. Hessman

引用次数: 1

Astronomy Education Journal Pub Date : 2022-09-06 DOI: 10.32374/AEJ.2023.3.1.049ra

B. Lewis, K. Supriya, Graham H. Read, Katie Dixie, A. Friscia, Rachel L. Kennison

{"title":"Effects of Popular Science Writing Instruction on General Education Student Attitudes Towards Science: A Case Study in Astronomy","authors":"B. Lewis, K. Supriya, Graham H. Read, Katie Dixie, A. Friscia, Rachel L. Kennison","doi":"10.32374/AEJ.2023.3.1.049ra","DOIUrl":"https://doi.org/10.32374/AEJ.2023.3.1.049ra","url":null,"abstract":"For many students, introductory college science courses are often the only opportunity in their formal higher education to be exposed to science, shaping their view of the subject, their scientific literacy, and their attitudes towards their own ability in STEM. While science writing instruction has been demonstrated to impact attitudes and outlooks of STEM majors in their coursework, this instructional strategy has yet to be explored for non-majors. In this work, we investigate student attitudes towards STEM before and after taking a writing-intensive introductory astronomy course. We find that students cite writing about science as beneficial to their learning, deepening their understanding of science topics and their perspective on science as a field and finding writing to be a ``bridge'' between STEM content and their focus on humanities in their majors. Students also report increased perceptions of their own ability and confidence in engaging with STEM across multiple metrics, leaving the course more prepared to be informed, engaged, and science literate citizens.","PeriodicalId":424141,"journal":{"name":"Astronomy Education Journal","volume":"197 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115728143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Per aspera ad astra simul: Through difficulties to the stars together Per aspera and astra simul:同舟共济

Astronomy Education Journal Pub Date : 2022-08-17 DOI: 10.32374/aej.2022.2.1.041resa

David Jones, P. Kabáth, J. García-Rojas, J. Hanuš, M. Jakubik, J. Janík, R. Nagy, J. Tóth

引用次数: 0

Welcome to the Astronomy Education Journal 欢迎来到天文学教育杂志

Astronomy Education Journal Pub Date : 2021-12-30 DOI: 10.32374/aej.2021.1.1.001

Urban Eriksson, P. Bretones

引用次数: 0

Should we teach general relativity in high school? Why and how? 我们应该在高中教广义相对论吗?为什么?怎么做?

Astronomy Education Journal Pub Date : 2021-12-30 DOI: 10.32374/aej.2021.1.1.008

J. Horvath, Pedro Moraes

引用次数: 1

An observational project for a large class – determination of the duration of the sidereal day 一个大班的观测项目——确定恒星日的持续时间

Astronomy Education Journal Pub Date : 2021-12-30 DOI: 10.32374/aej.2021.1.1.005

W. Tobin

引用次数: 0

Resource guides for astronomy educators and their students 天文教育工作者及其学生的资源指南

Astronomy Education Journal Pub Date : 2021-12-30 DOI: 10.32374/aej.2021.1.1.007

A. Fraknoi

引用次数: 0

Timing pulsars: An exercise in statistical analysis and the scientific process 定时脉冲星:统计分析和科学过程的练习

Astronomy Education Journal Pub Date : 2021-12-30 DOI: 10.32374/aej.2021.1.1.006

J. Walkup, Joseph White, Roger Key

{"title":"Timing pulsars: An exercise in statistical analysis and the scientific process","authors":"J. Walkup, Joseph White, Roger Key","doi":"10.32374/aej.2021.1.1.006","DOIUrl":"https://doi.org/10.32374/aej.2021.1.1.006","url":null,"abstract":"A lab activity for teaching students the fundamentals of statistical analysis by timing pulsar periods is described. The electromagnetic pulses of pulsars have been mapped to sound and uploaded on social media channels, allowing students to “listen” to the beat of the pulsar. Because these beats are extraordinarily precise, they can serve as cyclic events of known time duration. The three-step process described in this article first requires that students select a timing method of low random error found by comparing standard deviations between two suggested methods. In the second step, students reduce systematic error by calibrating their optimal method using a pulsar of known time duration. Finally, students time an unknown pulsar (the mystery pulsar) using the optimal method chosen in Step 1 and calibrating out the bias found in Step 2. By expressing their results in terms of confidence intervals, they use a professional pulsar database to identify the mystery pulsar. Because students are not informed of the identity of the pulsar until after they turn in their lab reports, they are compelled to perform the measurements as carefully and objectively as possible. This activity provides a perfect vehicle for astronomy labs at the beginning of a semester — including online instruction — because it requires no prior instruction in astronomy and no equipment other than the stopwatch on a cell phone and internet connection. Furthermore, this activity offers an introduction to pulsars and such physics topics as magnetism and the conservation of angular momentum.","PeriodicalId":424141,"journal":{"name":"Astronomy Education Journal","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116513677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessing preservice elementary teachers’ understanding of science practices using children’s astronomy storybooks 利用儿童天文学故事书评估职前小学教师对科学实践的理解

Astronomy Education Journal Pub Date : 2021-12-30 DOI: 10.32374/aej.2021.1.1.002

J. Plummer, Kyungjin Cho, Christopher Palma, D. Barringer, Timothy Gleason, Katie Nolan

{"title":"Assessing preservice elementary teachers’ understanding of science practices using children’s astronomy storybooks","authors":"J. Plummer, Kyungjin Cho, Christopher Palma, D. Barringer, Timothy Gleason, Katie Nolan","doi":"10.32374/aej.2021.1.1.002","DOIUrl":"https://doi.org/10.32374/aej.2021.1.1.002","url":null,"abstract":"Purposefully-designed, science content courses have the potential to help prepare future elementary teachers by helping to develop their understanding of the practices of science. We extend this area of research by investigating how students’ experiences in such a course contributes to their understanding of the coherence of science practices within a science investigation. We investigated U.S. college students’ understanding of coherent science inquiry investigations after completing an inquiry-based astronomy course designed for preservice elementary teachers. We assessed preservice teachers' (N=63) understanding of the coherence between question, data gathering, and evidence-based explanations using a novel format: student-generated astronomy-based children’s storybooks. Most students (59%) wrote storybooks featuring coherent investigations; in other words, their stories featured characters who linked an investigation question to data collection and to an evidence-based explanation. Over the three years of data collection, the percentage of preservice teachers who wrote coherent investigations in their final storybooks increased from 35% to 71% suggesting that additional scaffolding provided by the faculty in years 2 and 3 helped students understand these practices. Our findings suggest that purposefully-designed, science content courses can help preservice teachers learn about coherent science inquiry in astronomy. We also suggest that projects tied to the students’ own future careers, such as creating children’s science storybooks, can be used as assessment tools by faculty to assess preservice teachers’ development of science practices.","PeriodicalId":424141,"journal":{"name":"Astronomy Education Journal","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125195316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0