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The article discusses frameworks for assisting science teachers in the development of assessments used to test middle school students' knowledge of astronomical concepts in accordance with the Next Generation Science Standards (NGSS). Topics include the learning progression of students, students' solar system learning progression, and the use of various kinds of construct maps, such as dynamical properties and formation, in science classrooms.

Based on kinesthetic learning style theory and interviews regarding teachers' experiences applying traditional astronomy teaching methods, a mobile digital armillary sphere (MDAS) using augmented reality (AR) was developed for use during astronomical observation instruction. The MDAS enables visual processes and limb movements similar to those that would occur in actual outdoor experiences to be employed in the classroom, thereby overcoming existing instructional limitations. A quasi-experimental design method was adopted, and 200 fifth-grade students were selected as participants. The use of the MDAS in astronomical observation courses affected students' learning effectiveness and interest. The experimental results indicated that using the MDAS system during outdoor observation activities effectively enhanced both the students' learning of astronomical observation content and their performance of astronomical observation skills. In addition, use of the MDAS effectively increased students' interest in astronomical observations and learning, which had a substantial effect on retention. [Copyright &y& Elsevier]

This qualitative study investigates the extent to which urban middle-school science teachers' beliefs about their students' astronomy learner characteristics were influenced by their partnership with an astronomer in their classroom. Twelve urban middle-school science teachers were interviewed after their participation in Project ASTRO during the 2009-2010 academic year using semistructured, in-depth interview techniques. Constant comparative analysis was used to analyze the interview transcripts. Themes that emerged from the data were formulated in relation to the study's grand tour research question. The findings suggest that teachers believed that their partnership with an astronomer largely influenced their students' level of motivation and increased their students' level of questioning. Teachers also believed that their astronomer partner positively enhanced their students' learning experiences in astronomy by making the subject area more realistic, relevant, and scientifically rigorous. Additionally, the study showed that teachers believed that their partnership with an astronomer in their classroom positively affected their students' behaviors and attitudes in middle-achieving and high-achieving schools. The study further revealed that partnering with an astronomer had a relatively minor impact on urban middle-school science teachers' beliefs about their students' mathematical cognitive ability. The implications of these findings suggest that astronomer-educator partnerships may enhance urban middle-school students' learning experiences in astronomy and promote their engagement with science. However, new educational approaches need to be developed and assessed to help bolster students' understanding of astronomy, especially in low-achieving urban school settings. [ABSTRACT FROM AUTHOR]

The article discusses the Innovative Technology-Enabled Astronomy for Middle Schools (ITEAMS) initiative of the Harvard College Observatory Science Education Department (SED). The initiative is said to use small "MicroObservatory" telescopes to provide students with space images of their choice. The authors claim that this helps students to meet the U.S. National Research Council (NRC) goal of learning about the place and scale of the Earth in relation other celestial bodies.

The article describes an activity program for middle school students to learn astronomy concepts such as Moon phases, Solar System scale, and sunspot cycles, oriented toward the U.S. National Astronomy Day.

The article presents an activity program for middle school education that uses computer resources to teach students about the scale of the Solar System.

The article presents an activity program for middle school science education that guides students in understanding spatial frames of reference relevant to the Sun, Earth, and Moon.

During the 2008-09 school year, Ohio State University at Marion collaborated with the entire Grant Middle School (Marion) science faculty to improve science teaching and learning systemically. Part of the effort involved an astronomy unit that addressed major parts of Ohio standards, instituting investigations to occur over the entire school year. In the investigations students observed, predicted, and inferred changes in the motions of the Sun and Moon without being told what was expected. As often happens, only part of what we planned was implemented the first year. Few Moon observations were made by students (expected to do this at home); in some classes, this improved the second year of the project. The Sun observations were carried out over the school year because they were done at school and because some of our teachers were committed to doing them. Sun shadows were observed several times a month by students and the tip of the Sun shadow was indicated by a blob of paint on the surface of a wood platform the first year. The second year, the observations were made using a golf tee mounted on posterboard as a gnomon. Each observation day resulted in up to 12 blobs, depending on how many classes participated. We present the results of the two yearlong investigations and consider whether this constitutes a useful way to address students' general misconception of science as a series of 45-minute experiments. [ABSTRACT FROM AUTHOR]

The article focuses on the study of astronomy between space and time. Topics discussed include the evolution of the universe, the use of various tools to help students understand the size and scale of the universe such as solar system and stars and planet, and the use of introductory textbook to help students appreciate the physical properties of the universe.

An introduction is presented in which the editor presents various articles within the issue that provide resources for teaching astronomy to middle school level students.