Volume 7, Issue 2
Important Update About New Submissions to the Astronomy Education Review
New submissions to the Astronomy Education Review are now being handled by the American Astronomical Society (AAS). Starting in January 2009, the AER will become the newest member of the AAS journal family. When you are ready to submit a new paper, send an e-mail message with the manuscript attached to aer@aas.org.
Correspondence about manuscripts submitted before November 1, 2008, should continue to go to aer@noao.edu.
If you have any comments or questions or need assistance with your submission, please write to aer@aas.org.
Research and Applications
» Development and Application of a Situated Apprenticeship Approach to Professional Development of Astronomy Instructors
by Edward Prather, University of Arizona, and Gina Brissenden, University of Arizona.
Issue 2,
Volume 7:1-17, 2008-2009
Posted December 22, 2008
Professional development for astronomy instructors largely focuses on
enhancing their understanding of the limitations of professor-centered
lectures while also increasing awareness and better implementation of
learning strategies that promote a learner-centered classroom
environment. Given how difficult it is to get instructors to implement
well-developed and innovative teaching ideas, even when these
instructors are supplied with significant and compelling education
research data, one must wonder what is missing from the most commonly
used professional development experiences. This article proposes a learner-
centered approach to professional development for college instructors,
which we call situated apprenticeship. This novel approach
purposely goes beyond simple awareness building and conventional
modeling, challenging instructors to actively engage themselves in
practicing teaching strategies in an environment of peer review in which
participants offer suggestions and critiques of each other's
implementation. Through this learner-centered teaching and evaluation
experience, instructors' preexisting conceptual and pedagogical
understandings of a particular instructional strategy are brought forth
and examined in an effort to promote a real change of practice that
positively impacts both their core pedagogical content knowledge and
their skills in successfully implementing these teaching strategies. We
believe that the adoption of our situated apprenticeship approach for
professional development will increase the frequency and success of
college instructors' implementation of research-validated instructional
strategies for interactive learning.
» Grade 9 Astronomy Study: Interests of Boys and Girls Studying Astronomy at Fletcher's Meadow Secondary School
by Mirjan Krstovic, Teacher, Fletcher's Meadow Secondary School, Brampton, Ontario, Canada, Laura Brown, Senior Student, Fletcher's Meadow Secondary School, Merin Chacko, Senior Student, Fletcher's Meadow Secondary School, and Brenda Trinh, Senior Student, Fletcher's Meadow Secondary School.
Issue 2,
Volume 7:18-24, 2008-2009
Posted October 22, 2008
In this report, we discuss the interests of Grade 9 boys and girls
studying astronomy at Fletcher's Meadow Secondary School in Brampton,
Ontario. A total of 152 Grade 9 academic students were asked to rate
their interest levels in various astronomy topics on a scale of
0–3, where 0 represented no interest and 3 represented a high
level of interest. We also asked the students to rate all the in-class
activities on the same scale. Our analysis of the data suggests that
there are many similarities in interest levels in various astronomy
topics between boys and girls. In addition, boys and girls expressed
similar preferences for in-class astronomy activities with only minor
differences, suggesting similar learning styles in astronomy for boys
and girls at the Grade 9 level.
» How Do Preservice Teachers' Religious Beliefs Affect Their Understanding of Astronomy?
by Jesus Rodrigo F. Torres, Rizal Technological University, The Philippines.
Issue 2,
Volume 7:25-39, 2008-2009
Posted October 27, 2008
This article describes research on conceptions of preservice science
teachers in their fourth year of undergraduate studies relating to:
whether Earth is the center of the Universe; whether the sky is a
literal vault or dome; whether Earth is flat or round; the timeline of
the formation of the Universe; and the age of the Earth. The results,
which indicate that religion has a strong influence on teachers'
astronomical beliefs, are quite startling and potentially helpful to
professors of astronomy who have an opportunity to correct preservice
teachers' misconceptions before these teachers go into the field.
» Impact of Modifying Activity-Based Instructional Materials for Special Needs Students in Middle School Astronomy
by Julia Olsen, University of Arizona, and Timothy Slater, University of Wyoming.
Issue 2,
Volume 7:40-56, 2008-2009
Posted November 26, 2008
Middle school students who have special needs because they are learning
disabled require targeted attention in our nation's pursuit of improved
science achievement for all students. In early 2006, the Lawrence Hall
of Science conducted a national field test of a newly developed GEMS
(Great Explorations in Math and Science) space science curriculum
package for middle school students. During this field testing, we
modified a subset of the curriculum materials to reflect the principles
of best practices in working with special needs students, specifically
learning disabled students, in a subset of the field test classrooms to
determine if these students scored differently on the assessments than
students in the larger assessment database. Results suggest that many
students, not just those with special needs, demonstrate achievement
gains using instructional materials purposefully aligned with research-
informed principles of best practices for special needs students.
» Regulations and Ethical Considerations for Astronomy Education Research III: A Suggested Code of Ethics
by Erik Brogt, University of Arizona, Tom Foster, Southern Illinois University Edwardsville, Erin Dokter, University of Arizona, Sanlyn Buxner, University of Arizona, and Jessie Antonellis, University of Arizona.
Issue 2,
Volume 7:57-65, 2008-2009
Posted November 11, 2008
We present an argument for, and suggested implementation of, a code of
ethics for the astronomy education research community. This code of
ethics is based on legal and ethical considerations set forth by U.S.
federal regulations and the existing code of conduct of the American
Educational Research Association. We also provide a fictitious research
study as an example for working through the suggested code of ethics.
» Effect of Night Laboratories on Learning Objectives for a Nonmajor Astronomy Class
by Ian C. Jacobi, Rensselaer Polytechnic Institute, Heidi Jo Newberg, Rensselaer Polytechnic Institute, Darren Broder, Siena College, Rose A. Finn, Siena College, Anthony J. Milano, Rensselaer Polytechnic Institute, Lee A. Newberg, Rensselaer Polytechnic Institute, and Wadsworth Center, New York State, Allan T. Weatherwax, Siena College, and Douglas C. B. Whittet, Rensselaer Polytechnic Institute.
Issue 2,
Volume 7:66-73, 2008-2009
Posted December 16, 2008
We tested the effectiveness of hands-on nighttime laboratories that
challenged student misconceptions, using a new assessment exam to
measure learning in a nonmajor introductory astronomy class at
Rensselaer Polytechnic Institute. We were able to increase learning at
the 8.0 sigma level on one of the Moon phase objectives that was
addressed in a cloudy night activity. There is weak evidence of some
improvement on a broader range of learning objectives. We show evidence
that the overall achievement levels of the four sections of the class
are correlated with how much clear weather the sections had for
observing even though the learning objectives were addressed primarily
in activities that did not require clear skies. We describe our first
attempt to cycle the students through different activity stations in an
effort to handle 18 students at a time in the laboratories, and the
lessons we learned from this.
Innovation
» Virtual Field Trips: Using Google Maps to Support Online Learning and Teaching of the History of Astronomy
by Christopher Fluke, Swinburne University of Technology.
Issue 2,
Volume 7:74-96, 2008-2009
Posted October 16, 2008
I report on a pilot study on the use of Google Maps to provide virtual
field trips as a component of a wholly online graduate course on the
history of astronomy. The Astronomical Tourist Web site (
http://astronomy.swin.edu.au/sao/tourist), themed around the role that specific locations on Earth
have contributed to the development of astronomical knowledge, was
created using the Google Maps application programming interface.
Students used this Web site as a component of their assessment and to
help motivate and support online discussions. The site also aims to help
build a stronger online community among geographically distributed
students as they share in the creation of an Internet resource that will
be used and enhanced by others over time. I describe the structure of
the Web site and how it was integrated into student essays, and I
provide a summary of student responses to this new learning and teaching
approach. This project is an example of how Web 2.0 applications can be
used to build new learning environments.
Resources
» New Resource Guide on Women in Astronomy at the Astronomical Society of the Pacific Web Site
Issue 2,
Volume 7:97-97, 2008-2009
Posted September 8, 2008
» Online Academic Integrity
by Kendra Sibbernsen, Metropolitan Community College, Omaha, Nebraska.
Issue 2,
Volume 7:98-102, 2008-2009
Posted October 10, 2008
As online instruction increases in popularity, a recurring topic of
concern among educators and administrators is maintaining integrity in
evaluation of student performance in online courses. Suggestions are
presented to encourage academic integrity in online courses, including
ways to promote the academic integrity statement or honor code of the
school, techniques for designing activities for online astronomy
classes, testing online, enlisting new technologies such as digital
cameras, and using antiplagarism software.
Opportunities
» The Astronomical Society of the Pacific Announces Two Career Opportunities
Issue 2,
Volume 7:103-103, 2008-2009
Posted December 22, 2008
» Opportunity: Editor, Astronomy Education Review
Issue 2,
Volume 7, 2008-2009
Posted February 12, 2009
From the Editors
» Letter to AER Readers
Issue 2,
Volume 7:104-105, 2008-2009
Posted December 18, 2008
Announcements
» Symposium 260 of the International Astronomical Union to be held January 19–23, 2009, in Paris
Issue 2,
Volume 7:106-106, 2008-2009
Posted October 16, 2008
Books
» Book Review—Astrochemistry: From Astronomy to Astrobiology by Andrew M. Shaw. Reviewed by William H. Waller, Tufts University.
Issue 2,
Volume 7:107-109, 2008-2009
Posted December 12, 2008
» Book Review—Max Goes to Jupiter: A Science Adventure with Max the Dog by Jeffrey Bennett, Nick Schneider, and Erica Ellingson. Reviewed by Sidney C. Wolff, National Optical Astronomy Observatory.
Issue 2,
Volume 7:110-110, 2008-2009
Posted December 12, 2008
Demonstrations
» Introduction to the Demonstrations Section
Issue 2,
Volume 7:111-111, 2008-2009
Posted September 7, 2008
» An Interactive Demonstration of Solar and Lunar Eclipses
by Joanne Rosvick, Thompson Rivers University.
Issue 2,
Volume 7:112-121, 2008-2009
Posted September 8, 2008
This article describes a demonstration of solar and lunar eclipses using
hoops and balls of different sizes to represent the orbits and bodies
involved. The demonstration presents the students with a three-
dimensional view of the arrangement of the Earth, its Moon, and their
respective orbits, and illustrates why people on Earth do not experience
eclipses every month.
» A Student-Constructed Three-Dimensional Model of Stars in Nearby Space
by Tracy Furutani, North Seattle Community College.
Issue 2,
Volume 7:122-131, 2008-2009
Posted September 8, 2008
The construction of a three-dimensional model of star distribution
within 17 light years of the Sun gives students a hands-on method to
understand what might otherwise involve a dry discussion of stellar
types and distribution in the Milky Way. The model construction is
accompanied by a worksheet that guides students in exploring different
information given by the model. Though no assessment of student
understanding of stellar distribution or other related topics was done,
anecdotal student feedback has been positive, both in the understanding
of the material and in the method of delivery.
» Demonstrations Illustrating the Difficulties Astronomers Face When Observing Astronomical Objects
by Jeff Stanger, Sydney Girls High School and Sydney Observatory, Australia.
Issue 2,
Volume 7:132-140, 2008-2009
Posted September 8, 2008
This article describes a series of demonstrations used to illustrate the
difficulties that astronomers face when they observe astronomical
objects from Earth. The concepts covered include atmospheric distortion,
atmospheric absorption, and the effect of the inverse square law on the
intensity of light. These demonstrations were presented using predict-observe-
explain tasks that promote active engagement and highlight
misconceptions.
» A Doppler Shift Speed Gun
by Reid Sherman, University of Chicago.
Issue 2,
Volume 7:141-146, 2008-2009
Posted September 8, 2008
This is a fun and educational lab for any audience at the middle school
level and above to learn about the Doppler shift and waves in general.
The participants should review the basic properties of waves and, with
some Socratic questioning, form their own hypothesis of what will happen
to a sound wave when it is emitted by a moving object. Participants then
construct their own instrument and test their hypothesis in both a
qualitative and quantitative manner. The main part of this lab involves
using a computer program and simple math to correctly measure the speed
of an object, using only the waves emitted from it.
» Demonstrating Absorption Spectra Using Commercially Available Incandescent Light Bulbs
by Jennifer Birriel, Morehead State University.
Issue 2,
Volume 7:147-157, 2008-2009
Posted September 8, 2008
In introductory astronomy courses, I typically introduce the three types
of spectra: continuous, absorption line, and emission line. It is
standard practice to use an ordinary incandescent light bulb to
demonstrate the production of a continuous spectrum, and gas discharge
tubes to demonstrate the production of an emission line spectrum. The
concept of an absorption spectrum is more difficult for students to
grasp. A variety of commercially available light bulbs can be used to
demonstrate absorption spectra. Here I discuss the use of specialty
incandescent light bulbs to demonstrate the phenomenon of absorption of
the continuous spectrum produced by a hot tungsten filament. The bulbs
examined include the GE Reveal bulb, yellow anti-insect lights, colored
party bulbs, and an incandescent "black light" bulb. The bulbs can be
used in a lecture or laboratory setting.
» Kinesthetic Life Cycle of Stars
by Erika Reinfeld, Harvard-Smithsonian Center for Astrophysics, and Mark Hartman, MIT Kavli Institute for Astronomy and Space Research.
Issue 2,
Volume 7:158-175, 2008-2009
Posted September 22, 2008
We present a kinesthetic approach to learning about the life cycle of
stars. Using a simplified two-layer model for stellar structure,
learners recreate kinesthetically the birth, life, and death of low- and
high-mass stars. Examples of how this activity has been used in several
settings outside school time provide additional resources for extending
student learning about this topic.
» The Milky Way Model
by Robert Bryan Friedman, University of Chicago.
Issue 2,
Volume 7:176-180, 2008-2009
Posted October 17, 2008
In this article, I describe constructing a scale model of our
galaxy—the Milky Way—and using this model to teach modern
astronomy. The Milky Way model expands on concepts usually explored
in the more common solar system model. The Milky Way model presents
an opportunity to probe a broad array of physical processes and
astrophysical systems, as well as multiple astronomical coordinate
systems and far more expansive spatial scales. This exercise is
kinetic, interactive, and designed to be done in large spaces (such
as a gymnasium floor) with students at the middle school to high
school levels.
