523,203 results on '"Astronomy"'
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2. REORGANIZED SCIENCE CURRICULUM, 6B, A RESOURCE UNIT TO BE TAUGHT IN GRADE SIX.
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Minneapolis Special School District 1, Minn.
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THE TENTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE SIXTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. THIS VOLUME, 6B, IS ONE OF THE THREE COMPRISING THE SIXTH GRADE SUPPLEMENT, AND CONTAINS A RESOURCE UNIT ON SPACE TRAVEL. VOLUME 6C CONTAINS RELATED SECTIONS FOR SIXTH GRADE MATERIALS ENTITLED (1) BIBLIOGRAPHY, BOOKS, (2) BIBLIOGRAPHY, FILMS, AND (3) EQUIPMENT AND SUPPLIES. (DH)
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- 2024
3. REORGANIZED SCIENCE CURRICULUM, 4B, FOURTH GRADE SUPPLEMENT.
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Minneapolis Special School District 1, Minn.
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THE SIXTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE FOURTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. THIS FOURTH GRADE SUPPLEMENT IS IN TWO PARTS. PART 4A CONTAINS THE INTRODUCTORY MATERIAL, THE CONCEPTS SECTION AND THE RESOURCE UNITS SECTION. RESOURCE UNITS FOR GRADE 4 INCLUDE (1) AIR, (2) LIVING THINGS--ECOLOGY, AND (3) ROCKS. THIS VOLUME, 4B, CONTAINS THE SECTIONS ENTITLED (1) BIBLIOGRAPHY, BOOKS, (2) BIBLIOGRAPHY, FILMS, AND (3) EQUIPMENT AND SUPPLIES. (DH)
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- 2024
4. REORGANIZED SCIENCE CURRICULUM, 6C, SIXTH GRADE SUPPLEMENT.
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Minneapolis Special School District 1, Minn.
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THE ELEVENTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE SIXTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. THIS VOLUME, 6C, IS ONE OF THREE COMPRISING THE SIXTH GRADE SUPPLEMENT, AND CONTAINS THE SECTIONS ON (1) BIBLIOGRAPHY, BOOKS, (2) BIBLIOGRAPHY, FILMS, AND (3) EQUIPMENT AND SUPPLIES. VOLUME 6A CONTAINS A RESOURCE UNIT RELATED TO CHEMISTRY, AND VOLUME 6B A RESOURCE UNIT FOR SPACE TRAVEL. (DH)
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- 2024
5. 3D Model's Online Modules Effectiveness in Practicing Mastery of Solar System Conceptual Knowledge
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Dhanang Setyo Ervana, Raharjo, Munasir, Eko Hariyono, and Judhistira Aria Utama
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This study aims to describe the 3D model's online modules effectiveness in the practicing mastery of conceptual knowledge in solar system learning using an instrument which tested 58 7th-grade respondents from one of the junior high schools in Jombang, East Java, Indonesia. The respondents were then divided without randomization into 29 respondents for the experimental group (EG), which studied using 3D models online, and 29 respondents for the control group (CG), which studied using learning resources from student books and learning media in the form of 3D models from the NASA website. The effectiveness is assessed based on the results of the conceptual knowledge test instrument with the CRI method using a quantitative descriptive approach. Based on these results, the 3D models online module in solar system learning cannot be fully effective in the practicing mastery of conceptual knowledge. When examined further, 3D model's online modules are effective in cognitive dimensions C3, learning indicators 1, 2, and 6, and conceptual knowledge sub-types 1. Furthermore, based on research results, learning the solar system using online modules with 3D models is better than using the official NASA website with student books.
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- 2024
6. Visual-Digital Literacy in Open-Ended Inquiry Based Astronomy Observati on Labs and Heaven View
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Susilawati, Ida Kaniawati, Taufik Ramlan Ramalis, Dadi Rusdiana, and Masturi
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The study investigates students' ability to analyze visual literacy and digital literacy through open-ended inquiry activities with astronomical observations and Heaven View application. The investigation consists of assignments for students to carry out six different variations of observational activities. Supervision is given in introductory astronomy lectures before and after using open-ended inquiry as direct observation and indirect observation activities. We discuss the implicits for open-ended inquiry learning that encourage students to participate in observational activities. Students are expected to develop several 21st century skills through an open-ended inquiry process, including visual-digital literacy. A pretest-posttest control group design with an open-ended inquiry model was applied to the experimental group and a direct instruction model to the control group. This study uses inferential statistical parametric methods, using ANCOVA. Students' visual-digital literacy data were obtained using the pretest and posttest. The results showed that a statistically significant difference between open-ended inquiry through astronomical laboratory observations assisted by Heaven View application compared to direct model recognition. Students' visual-digital literacy has increased due to the application of this learning model. The implications of this research can encourage students' visual-digital science literacy. Other educators can adopt open-ended learning experiences through the Heaven View app-assisted astronomical observation labs to promote visual-digital literacy in science.
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- 2024
7. The Views of Students Regarding the Use of Virtual Reality Applications in Elementary Science Classes
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Osman Urhan and Ercan Akpinar
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Recently, Virtual reality (VR) technologies have started to be used increasingly in the field of education, as in many other fields. With the widespread use of virtual reality applications, there is a need to investigate the effects of virtual reality applications in the field of education. The results obtained from these researches can contribute to the creation of effective and efficient virtual reality-supported learning environments. VR applications, one of the technology-supported learning environments, come to the forefront to help students learn concepts more easily and permanently. Since VR is very new and not a common practice in classrooms yet, it is necessary and important to investigate how VR can be used in science lessons and students' views on these practices. The main goals of this study were to develop the Virtual Reality Solar System Model (VRSSM) for the unit "Sun System and Eclipses" for the 6th grade students and to find out what the students think about using virtual reality applications in science classes. This is a qualitative study and 16 students participated in this study and used the VRSSM. The semi-structured interview form was used as a data collection tool. The data was analyzed using content and descriptive analysis. The results of this research revealed that the students want VR to be used not only in science lessons but also in other lessons, they think that the knowledge they have gained is permanent and that they believe that this application can increase their science achievement. Additionally, students think that the application increases their interest in science lessons and affects their learning positively. Therefore, it is expected that the results of this research will lead to the creation and implementation of three-dimensional virtual reality learning environments related to various subjects and levels of science teaching.
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- 2024
8. Topic- and Learning-Related Predictors of Deep-Level Learning Strategies
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Eve Kikas, Gintautas Silinskas, and Eliis Härma
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The aim of this study was to examine which topic- and learning-related knowledge and motivational beliefs predict the use of specific deep-level learning strategies during an independent learning task. Participants included 335 Estonian fourth- and sixth-grade students who were asked to read about light processes and seasonal changes. The study was completed electronically. Topic-related knowledge was assessed via an open question about seasonal changes, and learning-related knowledge was assessed via scenario-based tasks. Expectancies, interest, and utility values related to learning astronomy and using deep-level learning strategies were assessed via questions based on the Situated Expectancy-Value Theory. Deep-level learning strategies (using drawings in addition to reading and self-testing) were assessed while completing the reading task. Among topic-related variables, prior knowledge and utility value--but not interest or expectancy in learning astronomy--were related to using deep-level learning strategies. Among learning-related variables, interest and utility value of effective learning--but not metacognitive knowledge of learning strategies or expectancy in using deep-level learning strategies--were related to using deep-level learning strategies. This study confirms that it is not enough to examine students' knowledge and skills in using learning strategies with general or hypothetical questions, instead, it is of crucial importance to study students in real learning situations.
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- 2024
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9. A Mars Exploration Control Virtual Simulation Experiment Platform for Engineering Practice in Control Engineering Education
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Zeyu Wang, Yixin Liu, Lingling Wang, and Li Fu
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Contribution: This article presents a Mars Exploration Control Virtual Simulation Experiment Platform (MEC-vslab), which aims to address the current challenge of limited integration between control engineering education and engineering practice. MEC-vslab is oriented toward the practical needs of Mars exploration engineering. It offers unparalleled advantages by transcending temporal and spatial restrictions and has been applied to several basic control engineering curriculums. Background: Owing to the limited applicability of conventional control engineering education in practical engineering, students encounter difficulties in connecting theoretical knowledge with real-world application scenarios. Due to the impact of environmental complexity and conditional limitations, teaching laboratories cannot realistically reproduce aerospace engineering application environments and problems, making it difficult to develop students' ability to solve unknown engineering problems. Intended Outcomes: MEC-vslab facilitates students in acquiring comprehensive control knowledge, encompassing Mars rovers and drones' dynamics modeling, controller design, and parameter configuration for strongly coupled systems. By engaging with this virtual simulation platform, students develop a profound understanding of cutting-edge control engineering principles, augmenting their proficiency in employing control theory to address practical engineering challenges. Application Design: MEC-vslab as a part of the control-related theoretical curriculum, it encompasses three stages. By completing these stages in succession, students are able to apply their theoretical knowledge toward solving practical engineering problems in a virtual setting. Findings: The analysis based on positive student feedback as well as their learning behavior and questionnaire research that the MEC-vslab is an effective learning tool to integrate control engineering education with high-precision engineering practice needs.
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- 2024
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10. 'Is the Moon Self- or Hetero-Luminous?': An Investigation of Primary School Students' Ideas on the Luminosity of the Moon
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Rigas Neofotistos, Ioannis Starakis, and Krystallia Halkia
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The present work refers to a study of 10-12-year-old students' ideas on the self- or hetero-luminosity of the Moon. To check the validity of students' reasoning on this question, we also examined their ideas on the lunar phases and how we see hetero-luminous objects. Students supported their ideas on the self- or hetero-luminosity of the Moon by using naïve explanatory reasoning, based on alternative ideas about various astronomical phenomena. On the other hand, an analysis of the students' answers showed that there are qualitative differences between the two groups. For students to understand that the Moon is illuminated by the Sun, comprehension of the relative movements, relative sizes and distances of the Sun-Earth-Moon system is necessary.
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- 2024
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11. The Method of Observation in Science Education: Characteristic Dimensions from an Educational Perspective
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Simon F. Kraus
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Observation is widely regarded as a fundamental way of studying nature. However, due to its complexity, proposing a comprehensive characterization is challenging. Observation is a method of studying nature that can be divided into several dimensions. Each of these dimensions can be presented as a pair of terms, which are elaborated in this paper based on the epistemological, philosophical, and educational literature. In addition, the dimensions can be assigned to two levels, which can be used to group the individual dimensions. This epistemological perspective on the method is enriched by historical examples from different periods in physics and astronomy to substantiate and illustrate the classifications. The aim of the paper is to provide an overview of the epistemological features of the method in terms of these dimensions, which may be helpful for discussions in teacher training courses.
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- 2024
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12. Physics Bachelors' Outcomes: Focus on Graduate School and the Effects of the Pandemic. Data from the Degree Recipient Follow-Up Survey for the Classes of 2019 and 2020
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American Institute of Physics (AIP), Statistical Research Center, Patrick Mulvey, and Jack Pold
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While new physics bachelor's degree holders have a breadth of possibilities open to them, the initial post-degree outcomes for physics bachelors generally fall into two main categories: entering the workforce or continuing their education at the graduate or professional level. About two-thirds of those continuing with their studies are enrolled in a physics or astronomy graduate program, with the remaining third pursuing a wide variety of fields, ranging from engineering to law. The type and level of financial support received by students enrolled in graduate programs are affected by the level of the degree program in which they are enrolled. Virtually all students enrolled in a PhD program, regardless of field, receive some type of financial support. This report focuses on outcomes for physics bachelors who go on to graduate school. The immediate impact of the pandemic on physics bachelors' outcomes is also described. Finally, the report also includes a description of the type of work physics bachelors hope to do ten years after graduation. A separate report will examine initial outcomes for physics bachelors entering the workforce, including sectors of employment, fields of employment, and starting salaries for physics bachelors from the same degree classes.
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- 2023
13. The International Space Station (ISS) Contest as STEM Educational Project
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Bonacci, Enzo
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In the years 2015-2018, the Italian Ministry of Education, University and Research and the Italian Ministry of Defense proposed the joint initiative "Space for Your Future. The ISS: Innovatio, Scientia, Sapientia" in partnership with the Italian Space Agency. It was a competition addressed to secondary school students and aimed at developing innovative experiments to be conducted on the International Space Station, whose acronym (ISS) is the same of the Latin words "Innovatio, Scientia, Sapientia". Regardless of the odds of winning, "Space for Your Future" became a successful STEM educational project implemented in numerous schools. We illustrate how that Astronomy contest fostered a valid constructivist learning, a fruitful participatory science, and vast scientific research. We discuss, in particular, the activities of two teams of pupils from the Scientific High School "Giovanni Battista Grassi" in Latina (seat of the Planetarium "Livio Gratton") who participated within the thematic area No. 3 "Test the Sciences in Space". They all worked on chemical tests, suitable for the ISS microgravity, under the tutoring of Francesco Giuliano (Province Manager of the IYA 2009 and the IYC 2011 in Latina). The key reference is a talk given in the 104th annual congress of the Italian Physical Society at the University of Calabria (September 17-21, 2018) together with an invited lecture held in the 13th European Researchers' Night by Frascati Scienza (September 28, 2018).
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- 2023
14. I Arrived at the Sun! Developing an Educational Board Game with the Collaboration of Pre-Service Art and Pre-Service Science Teachers
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Ferhunde Küçüksen Öner, Ayla Cetin-Dindar, and Hazal Sari
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The aim of this study was to describe the design process of an educational board game, the Planet-Dart. This board game design is based on the science curriculum and aims to enhance middle school students' basic concepts about solar system. The purpose of developing this educational game was to provide an entertaining way for learning science. A pre-service art teacher designed the game with the support of two pre-service science teachers. The pilot study was conducted with two middle school students, and with the feedback based on the pilot study the pre-service art teacher made modifications to the game. Then, the main implementation of the game was conducted in a real-classroom environment with 60 middle school students by one pre-service science teacher and two science teachers. The qualitative results revealed that this game was an enjoyable and effective learning tool to play among middle school students. In addition, the pre- and in-service science teachers emphasized that there was an entertaining learning environment during the play. Based on these findings, the developed educational board game could enhance students' learning outcomes and entertainment.
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- 2024
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15. Exploring Lunar Phases with the Moon Pie Simulation
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Amanda Provost and Nicole Panorkou
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Recent solar eclipses provide relevant real-world contexts for learning about the scientific phenomena of the lunar phases. News coverage of the phenomenon may have raised questions such as, "Why does the Moon look different at different times, and sometimes as if it is not there?," and "What patterns can be found in the lunar phases?" Teachers can use these recent events to launch investigations into the mathematics of the phases. Connecting learning across the mathematics and science disciplines provides opportunities for students to deepen their conceptual understanding and apply what they have learned in new contexts (Vasquez et al., 2013). In this article, the authors present how they used the Moon Pie simulation in a sixth-grade science classroom to bridge the mathematics of angle measurement, fractions, covariation, and co-splitting (multiplicative/proportional covariation) with the scientific phenomenon of lunar phases.
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- 2024
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16. Guiding Student Transduction in Elementary School Astronomy
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Vaughan Prain and Russell Tytler
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Science educators now broadly recognize the multimodal nature of learning in science, where learners make meanings within modes (linguistic, mathematical, visual, and actional) by using the conventions of different sign systems or grammars in these modes. However, how teachers guide students to link and infer new meanings across modes, called "transduction" (Kress & Van Leeuwen, 2006. Reading images: The grammar of visual design. Routledge, p. 39), is less clear. This mapping of meanings across modes through realizing, generating, aligning, and coordinating meanings in representations is crucial to learning and communicating scientific concepts, inquiry processes, and reasoning. In this paper we propose a pragmatist account of how young students can be guided to achieve cohesion in this process. Drawing mainly on Peirce's (1998, The essential Peirce: Selected philosophical writings. Indiana University Press) theory of sign functions and affordances, we describe how, in practice, transduction entails a sequence of meaning-making steps across and within sign systems. For Peirce, sign systems in science enable inferential meaning-making within modes, but signs within these grammars can also prompt, support, and confirm meanings across modes. We analyze student learning in an elementary school astronomy class to identify how transduction is enacted and supported. We draw on micro-ethnographic analysis of the teacher's interactions with students and their artifacts to identify key transduction enablers. We found that young students can engage successfully in trans-modal reasoning if multiple conditions are met, with implications for science inquiry design in general and the teacher's key role in transduction guidance.
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- 2024
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17. Astronomy with Web 2.0 Tools: Sun, Earth and Moon Unit
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Efe, Hacer, Gül, Rabia, and Topsakal, Ünsal Umdu
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The aim of this research is to examine the effects of web 2.0 tools used in online astronomy education on the conceptual achievement of 5th grade secondary school students. For this purpose, the Sun, Earth and Moon unit was processed online using web 2.0 tools. The study was implemented in a public secondary school over a period of 6 weeks. Mixed research method, which combines qualitative and quantitative research methods, was used in the study. An easily accessible sample model was used to determine the study group. The sample of the study consists of 12 students (7 girls, 5 boys) in the 10-11 age group. The "Sun, Earth and Moon Achievement Test" developed by Sontay & Karamustafaoglu (2020) was used as a quantitative data collection tool in the study. Qualitative data collection tool "Semi-Structured Telephone Interview on the Concepts of the Sun, Earth and Moon" was used. SPSS program was used in the analysis of quantitative data. Content analysis method was used in the analysis of qualitative data. As a result of the study, it was seen that online education supported by web 2.0 tools within the scope of the Sun, Earth and Moon unit had a positive effect on students' conceptual success.
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- 2023
18. Astronomy and Culture: A Social Semiotic Perspective on the Role of Culture in Astronomy Education
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Saeed Salimpour and Michael T. Fitzgerald
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Modern astronomy as a field of inquiry may be shaped by what we consider the "scientific" ways of knowing. However, the history of astronomy as a human endeavour dates back millennia before the "modern" notions of "science". This long history means that astronomy is, at its core, built on a rich cultural diversity and history. This offers a rich potential that, while having been examined in various studies, has yet to be explored from a contextual pedagogical perspective. This paper offers an initial exploratory theoretical perspective on how social semiotics can be used to inform a conceptual framework. This approach not only brings notions of culture into the teaching and learning of astronomy but uses culture as the starting point in a way that does justice to the cultural diversity of the discipline and the world. In doing so, this paper develops two frameworks: (i) the Conceptual Framework for Culture in Astronomy Education and (ii) the Pedagogical Framework for Culture in Astronomy Education, both of these offer a novel approach to astronomy education.
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- 2024
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19. The Role of Microteaching on Pre-Service Primary School Science Teachers' Conceptual Understandings Regarding Phases of the Moon
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Sagdic, Ali and Sahin, Elvan
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Microteaching is a significant way to prepare pre-service teachers to overcome specific challenges in a natural classroom environment. It is widely accepted that pre-service science teachers gain pedagogical benefits from microteaching activities. Furthermore, microteaching enhances the conceptual understanding of the presenter on the related teaching topics. This research intends to map two pre-service science teachers' conceptual understanding before and after engaging in microteaching on the concept of phases of the moon. The data were collected through pre and post-interviews and observations of microteaching. Activated knowledge elements during interviews and microteaching were determined and compared. The study's results provided evidence that microteaching is a fruitful way to improve pre-service science teachers' understanding of phases of the moon. Furthermore, it was detected that both the quality and quantity of preservice science teachers' knowledge elements increased after their microteaching engagements.
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- 2023
20. Determining Pre-Service Teachers' Astronomy-Related Self-Efficacy Belief Levels
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Cevik, Ebru Ezberci and Bektas, Oktay
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This study aims to reveal the astronomy-related self-efficacy beliefs of pre-service teachers studying science education, primary school education, and social studies education programmes. The study is conducted using the survey design, a quantitative research method. The study sample consists of 322 pre-service teachers in their third or fourth year of a science education, primary school education, or social studies education programme at a university in Turkey's Central Anatolia Region during the 2016 fall semester. The Astronomy Teaching Self-Efficacy Belief Scale developed by Günes was used as the data collection tool. SPSS 22 was used to analyse the data, and the analyses benefited from descriptive and inferential statistics. Based on the findings, the pre-service teachers' total scores for astronomy self-efficacy showed no significant difference in terms of certain variables (i.e., gender, age, year, and having taken a previous astronomy course). However, significant differences were found regarding self-efficacy scores in terms of the programme and having taken part in astronomy and sky-gazing activity. Concerning the obtained results, the following suggestions can be made: pre-service teachers should be actively involved during the astronomy course, and their classroom management experiences should be promoted to improve their astronomy self-efficacy belief levels.
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- 2023
21. Implementation of Mobile Augmented Reality on Physics Learning in Junior High School Students
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Rahmat, Anggi Datiatur, Kuswanto, Heru, Wilujeng, Insih, and Perdana, Riki
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Technology has an essential role in the educational field. Technology-based mobile has the potential to improve education through Augmented Reality (AR). This study investigates the effect of mobile augmented reality on physics learning achievement and students' opinions on using this technology. The study used a convergent parallel pattern from mixed-method models in which quantitative and qualitative data are collected simultaneously and analyzed independently. The study participants are 64 (7th-grade students) who are learning solar system concepts at one of the junior high schools in West Java Province, Indonesia. This study collects pre- and post-test data as quantitative data to analyze students' learning achievement using the normalized gain score. The result showed that the students using mobile augmented reality have higher criteria for learning achievement than those using textbooks. The qualitative data was collected from interviewed students after using mobile augmented reality and analyzing using descriptive analysis. The results of the student opinion state that augmented reality is a new learning environment that effectively helps them understand physics concepts, enhances students' learning achievement and helps concretize abstract concepts through visual 3D simulations. Moreover, according to the study, students find it easier to understand physics concepts after using mobile augmented reality.
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- 2023
22. Examination of Dynamic Mental Constructs and Their Change Regarding Phases of the Moon
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Sagdiç, Ali and Sahin, Elvan
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An immense body of literature on astronomy studies has provided evidence that individuals perceive the lunar phases concept as difficult. Furthermore, many studies have shown erroneous explanations or alternative conceptions of lunar phases. However, there is also a need to understand how individuals construct an explanation of the Moon's phases. This paper aims to explore pre-service science teachers' construction process of their explanations regarding lunar phases through clinical interviews. The data were obtained from fourteen pre-service science teachers and analyzed, identifying their nodes and dynamic mental constructs. The results indicated that most pre-service science teachers did not organize their nodes in a manner consistent with normative scientific explanations. In addition, pre-service science teachers changed their dynamic mental constructs while explaining different lunar phases, utilizing different media such as drawing and three-dimensional models, and responding to prompted questions. It was suggested that different opportunities, including technology-enriched activities regarding phases of the Moon, should be provided for pre-service science teachers to reorganize their nodes.
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- 2023
23. Academics' Perspective on Out-of-School Learning Environments
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Aslan, Aysegül, Batman, Demet, and Durukan, Ümmü Gülsüm
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This study aims to ascertain academicians' opinions about out-of-school learning, awareness of it, and competency to plan learning activities in such situations for the purpose of teaching in out-of-school learning environments (OSLEs). The research group of this study, which was conducted as a case study, consists of 56 academics in the physics, chemistry, biology, and science education programs of education faculties in Türkiye. The Out-of-School Learning Environments Regulation Scale and a form containing four questions were used to data collection. The results from the scale, the average score was calculated as 4.41 for academics with experience in teaching OSLEs and 3.82 for academics without such experience. The qualitative results indicate that academics mostly prefer to focus on environmental education, astronomy, living things and life, and recycling issues through out-of-school learning activities and use different types of OSLEs such as science center, recycling facility and observatory. To conclude, despite the academics' high level of competency in performing out-of-school learning activities, it is evident that they underutilize these activities in their teaching.
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- 2023
24. Assessment of Conceptual Understanding in Student Learning of Moon Phases
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Zou, Yi, Jin, Lizhen, Huang, Xiao, and Li, Yanbing
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Many research studies have shown that lower-secondary school students' scientific literacy depends on their understanding of corresponding scientific concepts. Therefore, it is of great significance to model and assess students' conceptual understanding in learning specific scientific concepts, because it can reflect and diagnose students' cognitive characteristics, so as to provide evidence for targeted educational interventions. However, on the topic of Moon Phases, existing research studies have deficiencies in the evaluation and analysis of different levels of students' conceptual understanding, which restrict teachers to take effective educational interventions to help them. Thus, this study explored a new level division and an assessment test for revealing and explaining students' different conceptual understanding in learning Moon Phases. This study was conducted among 768 Chinese lower-secondary school students. Through a variety of quantitative and qualitative analyses, it was found that students' conceptual understanding of Moon Phases can be divided into three levels of continuous improvement, including the mechanical memory of different phenomena of moon phases, the formation of a preliminary mental model of Moon Phases, and the construction of a complete mental model of Moon Phases. Accordingly, this study made some precise suggestions for effectively improving students' conceptual understanding of Moon Phases.
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- 2023
25. The Effect of Activities Performed in the Science Center on Students' Perceptions of Out-of-School Learning Environments
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Doldur, Metin and Ertas Kilic, Hulya
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This study aimed to investigate the effects of the applications conducted in the science center within the scope of the science lesson "Solar System and Beyond" unit of the 7th-grade students in the secondary school, on the perceptions of the students about the out-of-school learning environments (OSLEs). In the quantitative part of the research, in which nested design, one of the mixed research designs, was used, the study group consisted of 42 students. Also, in the quantitative part of the study, a quasi-experimental design with the pre-test-post-test control group, which is one of the experimental research methods, was used. The Science course was conducted in the classroom with the students in the control group as the program predicted. In addition to the science lessons conducted in the classroom with the experimental group students, activities within the scope of the unit were carried out in the science center and the planetarium. Quantitative data were collected with the "Out-of-School Learning Environments Perception Scale (OSLEPS)". The follow-up test was applied to the experimental group of students three months later. In the qualitative part of the study, semi-structured interviews were conducted with eight students from the experimental and control groups. When the results obtained from the qualitative data are evaluated together with the quantitative data, it is seen that the practices in the science center and the perceptions of the experimental group students towards out-of-school learning environments differ positively compared to the control group students.
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- 2023
26. New Astronomy PhDs: What Comes Next. Data from the Degree Recipient Follow-Up Survey for the Classes of 2018, 2019, and 2020. Focus On
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American Institute of Physics (AIP), Statistical Research Center, Mulvey, Patrick, and Pold, Jack
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Astronomy PhD recipients generally follow three main outcomes after receiving their degrees: they accept a postdoctoral position, a non-postdoctoral temporary position, or a potentially permanent position. To learn more about these outcomes, AIP annually asked new astronomy PhDs about their immediate post-degree outcomes. For the classes of 2018, 2019, and 2020, an average of just over 160 individuals per year earned an astronomy PhD at one of the 45 departments in the US with an astronomy doctoral program. From these three classes, around two-thirds of PhD graduates accepted a postdoc. Most of the other graduates secured potentially permanent employment. The graduates accepting potentially permanent jobs entered very different employment positions than those accepting postdocs. Most of the postdocs were in academia, while most of the potentially permanent positions were in the private sector. Those taking positions in the private sector typically reported considerably higher starting salaries than those accepting postdocs. Despite the lower pay, more of the graduates accepting a postdoc find their work challenging, and a higher proportion indicate being satisfied with their employment.
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- 2023
27. Efficacy of Online Laboratory Exercises in Achieving Undergraduate Learning Outcomes in Introductory Astronomy Classes
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Kristen Miller and Shelli Carter
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Fully online courses and degree programs are popular with students today. It is important that these courses provide the same rigor and value of a traditional learning experience in a face-to-face classroom in order to ensure mastery of concepts and learning objectives. Online classes typically have suffered due to a lack of hands-on experiences for the students. One remedy to this is to include simulated hands-on work in the course through online laboratory exercises. The belief is that these simulated labs allow students to actively engage in the learning process, thus providing a traditional learning component in the online classroom. This research investigates the effectiveness of online laboratory exercises in enhancing student understanding of core concepts taught in introductory astronomy courses. Identical classes, one with and one without an online laboratory component, were compared using pre- and post-quizzes to compare the percent gain in content mastery between the classes. A Likert-style end survey was used to quantify student perception of the laboratory component. This study showed that students in the classes with online laboratory exercises demonstrated significant gains in scores compared to those without the labs. Further, the study indicated that different styles of online labs vary significantly in effectiveness and that labs with a component of realism result in the highest gains in student learning. Finally, the survey results showed that students believed the labs helped them to learn the course material and that the labs were an effective "hands-on" experience in an online environment.
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- 2023
28. Why the Time Is Ripe for an Education Revolution
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Angeline S. Lillard
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Most American classrooms employ a teacher-text-centered model of instruction that is misaligned with the developmental science of how children naturally learn. This article reviews that science and the origins of the common instructional model, including three modifications intended to make it work better (grades, age-graded classrooms, and high-stakes testing) yet which time has shown are problematic. Considering scientific theory change, I show how parallel circumstances exist between the situation in education today and pre-Copernican astronomy, building the case that education is now ripe for a paradigm shift in its instructional model, away from teacher-text-centered learning and to highly structured instructional environments that support self-construction through limited free choice. One proven model that responds to our world's contemporary needs is described, and a prescription is offered for how to bring about a paradigm shift in educational practice.
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- 2023
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29. Evolving Scientific Vocabulary and Language in Middle School Classrooms: Babbling and Gargling on the Way to Scientific Understanding
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Merryn Cole, Thomas Ryan, and Jennifer Wilhelm
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While scientific vocabulary is important, it can often become problematic for students. Sometimes, those words can become a barrier to participation or act as a gatekeeper to success in the science classroom. Under the Next Generation Science Standards, middle school students are expected to model Earth-Moon-Sun motions to explain Moon phases, eclipses, and seasons (NGSS Lead States, 2013). Using a phenomenography lens, we investigated the ways in which students seeing the Moon in nature and related classroom experiences translate into a mental model of lunar phases and how vocabulary is used to communicate these models. Eighth-grade students from three urban middle school classrooms were assessed for spatial ability and understanding of lunar phases. Girls and boys of both high and low spatial ability were interviewed to explore their Moon phase understanding and causal thinking before and after an astronomy unit. One school employed the school district's astronomy curriculum while the other used the REAL Curriculum. Students engaged in babbling (i.e., inarticulate but somewhat correct descriptions) and gargling (i.e., using many technical terms without evidence of understanding) with much greater frequency in pre-interviews. Students who developed correct vocabulary and used it comfortably in interviews were more likely to also display correct Moon phase conceptions. REAL Curriculum's project-based approach to teaching astronomy and related vocabulary through hands-on, contextualized projects and activities (e.g., Moon observation journals) produced greater vocabulary gains.
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- 2023
30. Enriching Multimodal Data: A Temporal Approach to Contextualize Joint Attention in Collaborative Problem-Solving
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Yiqiu Zhou and Jina Kang
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Collaboration is a complex, multidimensional process; however, details of how multimodal features intersect and mediate group interactions have not been fully unpacked. Characterizing and analyzing the temporal patterns based on multimodal features is a challenging yet important work to advance our understanding of computer-supported collaborative learning (CSCL). This paper highlights the affordances, as well as the limitations, of different temporal approaches in terms of analyzing multimodal data. To tackle the remaining challenges, we present an empirical example of multimodal temporal analysis that leverages multi-level vector autoregression (mlVAR) to identify temporal patterns of the collaborative problem-solving (CPS) process in an immersive astronomy simulation. We extend previous research on joint attention with a particular focus on the added value from a multimodal, temporal account of the CPS process. We incorporate verbal discussion to contextualize joint attention, examine the sequential and contemporaneous associations between them, and identify significant differences in temporal patterns between low- and high-achieving groups. Our paper does the following: 1) creates interpretable multimodal group interaction patterns, 2) advances understanding of CPS through examination of verbal and non-verbal interactions, and 3) demonstrates the added value of a complete account of temporality including both duration and sequential order.
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- 2023
31. Digital Applications in Distance Science Education
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International Society for Research in Education and Science (ISRES), Unlu, Serkan, Kiray, Seyit Ahmet, Unlu, Serkan, Kiray, Seyit Ahmet, and International Society for Research in Education and Science (ISRES)
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This book has been prepared to introduce common technological tools that can be used in science education in the distance education process. Although most of the applications introduced in the book are used in face-to-face education, this book focuses on their use in the distance science education process. In the Introduction part of the book, the increasing importance of distance education and the use of distance education in science education are mentioned. Subsequent chapters are classified by letters. In section A, Video Recording and Conferencing Tools are introduced. Many distance education tools have emerged in the world, especially after the COVID-19 pandemic. In this section, the most widely known of these, ZOOM, Google Meet, Loom, Teamlink and Webex are briefly introduced. In section B, video tools with educational content are introduced. Although there are many video platforms in different languages in this area, video sites that are known worldwide and that can be used for educational purposes are introduced in this section. It is mentioned how these sites can be used in distance science education. Under this title, only MOOCs, TED, E-Twinning Online, Khan Academy and Udemy video platforms have been introduced and how they can be used in distance science education has been emphasized. Modeling and Design Tools are introduced in section C. Among these tools, 3D Virtual Science Labs, which is gradually becoming widespread today, Tinkercad and Fusion 360 modeling and design tools, which are known worldwide, were introduced and comments were made on how to use these tools in distance science education lessons. In section D, the introduction of Virtual/Augmented Reality Based Mobile Training Applications is given. Among these tools, it was preferred to introduce the ones that are widely known and can be used in science education. Virtual and augmented reality tools whose focus is outside of science education are not included in this section. In this section, mobile applications that can be used in science education are included under the titles of 4D+ Flashcard apps, Mobile Apps for Astronomy, Mobile Apps for Biology, Mobile Apps for Chemistry, Mobile Apps for Physics. There are simulation tools in section E. In this section, two-dimensional simulation tools are introduced. The simulation tools in this section are limited to PHeT simulations and Algoodo simulation tool, which are widely used in science education. Coding tools are included in the F section of the book. In this section, the introduction and application examples of Code.org, Scratch, Mblock, ArduinoBlocks coding tools, which are widely used in coding, are presented. Especially 4-8. The importance of block coding was emphasized in the classrooms and coding tools were limited to introduction to coding and block coding tools. Text encoding tools are not included in this section. In section G, Web 2.0 Based Measurement and Evaluation Tools are introduced. In this section, the introduction of Kahoot, Quziz, Baamboozle, That Quiz, Socrative, Mentimeter and Google Forms tools, which can be used in both distance and face-to-face science education and their use in science education are highlighted. In section H, under the title of Digital Story and Presentation Preparation Tools, StoryboardThat, Storyjumper, Powtoon, Pixton, Glogster, Infogram, Time.graphics, Microsoft Sway, Promo, Canva, Creately tools are included. It has been mentioned how these digital story tools will be used in distance science education, and sample screenshots of these tools are included. In section I, Classroom Management and Data Gathering Tools are introduced. Under this title, information is given about the widely known Edpuzzle, Google Classroom, Padlet, Seesaw programs and examples of applications made with them are given. As a result, we hope that this book will contribute to science educators who want to use educational technologies in the field of distance education, to see the big picture in this field.
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- 2022
32. Postgraduation Planning during a Pandemic: Effects of COVID-19 on Physics and Astronomy Seniors' Career Paths. Focus On
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American Institute of Physics (AIP), Statistical Research Center, Porter, Anne Marie, and Mulvey, Patrick
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In this report we explore how and why undergraduate students' career and education plans changed as a result of the COVID-19 pandemic. We found that when students changed their plans, they were more likely to pursue employment instead of graduate education. Students reported that their plans changed due to not being accepted into graduate school, feeling unprepared to apply, or losing interest in applying. Students also adjusted their plans centering around employment outcomes, travel, and their undergraduate degree. A regression analysis showed that several factors impacted student plan changes. Students were more likely to change their plans if they experienced financial strain, loss of internship/job opportunities, graduation delays, less university support, and if they identified as Asian or Asian American. Universities, departments, and faculty members can use these findings and recommendations to recognize where additional student support may be needed, to help students achieve their career aspirations. Additionally, this report includes data on students' post-graduation outcomes a year later. The majority (77%) of student outcomes were consistent with their original plans to attend graduate school or seek employment. Students who had different outcomes a year later were more likely to switch from graduate study to employment.
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- 2022
33. Students Perception of Augmented Reality Learning Media on Solar System Topics
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Muhammad Andika Andika, Erman, and Enny Susiyawati
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The purpose of this study was to describe students' perceptions of augmented reality learning media in solar system topics. The type of research used was descriptive research. The participants involved in this study were 32 students from class 8C of State Junior High School 3 Sidoarjo, Indonesia. The instruments used consist of a student perception questionnaire and an interview. The questionnaire has been validated previously and consists of 5 questions about the concept of planets and the concept of the moon concerning augmented reality learning media. The results showed indicators 1, 4, and 6 obtained the highest score of 97%. It means that students can easily understand these indicators using augmented reality. Indicator 2 got the lowest result of 72%, meaning that students have little difficulty understanding the indicator using augmented reality but are still in the good category. As many as 87% of students rated that augmented reality learning media is very helpful in understanding the material of the solar system. Data from interviews with six students also support this result. They stated that augmented reality is the most effective learning media in studying solar system topics because students considered it more transparent, more interesting, more comfortable to use, and more accessible for students to understand. In conclusion, augmented reality learning media has proven to be effectively used in learning solar system topics. It also can be applied to other abstract science topics that are difficult for students to find in everyday life.
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- 2022
34. A Latent Profile Analysis of Students' Attitudes towards Astronomy across Grades 9-13
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Silvia Galano, Lucio Palazzo, and Italo Testa
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Astronomy is seen as a "gateway" science, inspiring students to pursue Science-Technology-Engineering-Mathematics (STEM) related careers. However, there is little evidence that students' attitudes towards astronomy remain stable over time. By integrating Self-Determination Theory (SDT) and Theory of Planned Behaviour (TPB), we identified three dimensions of students' attitudes towards astronomy - intrinsic, which refers to the enjoyment of studying astronomy, extrinsic, which refers to the will to pursue a career in astronomy, and utilitarian, which refers to the relevance of astronomy to society. We used these dimensions as indicators for a Latent Profile Analysis (LPA) to identify attitudinal profiles of 2650 Italian students in grades 9-13. We identified seven profiles, ranging from completely negative to completely positive attitudes. In particular, students enter secondary school mostly interested in astronomy and with a positive view of astronomy. By the end of secondary school, students have significantly lower attitudes towards astronomy in all three dimensions identified. From a theoretical perspective, our study shows that the SDT/TPB framework can be used to develop future instruments aimed at measuring students' attitudes towards science. From a practical point of view, our results call for better support for teachers to maintain students' attitudes towards astronomy throughout secondary school.
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- 2024
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35. Who Speaks for Earth? Impacts of an Anti-Racist and Gender-Inclusive Training in an Astronomy Class
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Kathryn Williamson, Ellen Belchior Rodrigues, Myya Helm, Christopher Cunningham, Daniel Gallegos, Unique Beaver, and Iahnna Henry
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As science educators, we have an important opportunity to influence perceptions of who does science, and we can work to empower students to make our disciplines more accessible to people of all backgrounds. This goal was explicitly built into an introductory college astronomy course through the theme of "Who Speaks for Earth?" Interventions included daily inclusive practices, features of diverse scientists, as well as a mid-semester hour-long Anti-Racist and Gender-Inclusive Training. Pre and post assessment shows positive impacts on students' interest in learning more about diversity, and racism in particular, as well as comfort in intervening in situations of discrimination. Additional qualitative artifacts provide themes of students' thinking about diversity and inclusivity in astronomy, as well as their emotional reactions to receiving a targeted training. While some students reacted negatively and criticized these interventions, the vast majority of students expressed gratitude and commitment to making science more inclusive as they move forward as Earthlings. This work can empower other science educators to engage their students in such conversations. Most importantly, it provides the tools to advance an inclusive and intersectional framework in their teaching pedagogy.
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- 2024
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36. Undergraduate Astronomy Education: Exploring Identity, Course-Taking, Performance, and Persistence in Two- and Four-Year Colleges
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Zachary Richards
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This dissertation is composed of three studies linking general education astronomy to student performance, course-taking, graduation, and identity. The first study examined demographic and academic predictors of astronomy performance among a cohort of N=1,909 community college students enrolled in astronomy courses in a large suburban community college (2015-19). Transcript data analysis with a deconstructive approach was employed with student demographics and academic coursework and performance. A logistic regression model identified mathematics achievement, enrollment in remedial mathematics, and enrollment in multiple astronomy courses to be significant predictors of performance. The results imply a greater focus on mathematics preparation and performance may mediate astronomy outcomes for community college students. Notably, demographic variables were not significant predictors of astronomy performance, suggesting the course is a potential gateway for diversifying science, technology, engineering, and mathematics (STEM) access. The second study examined ways in which community college graduation rates may be improved. Decision trees were utilized to examine the STEM course-taking patterns of N=5,065 students who matriculated in remedial mathematics. The research was guided by Tinto's academic and social integration framework, with decision trees identifying the likelihood of graduation. Nine rules from the decision tree were identified. The most important variable predicting graduation was completing College-Level Mathematics. General education sciences courses such as Astronomy, Geology, and Environmental Science were the most important science courses predicting graduation. Results suggest the importance of College-Level Mathematics in providing the skills necessary for students to be successful in subsequent STEM coursework and persist to graduation. Designating specific academic pathways may improve social and academic integration and graduation rates, providing continuity as students plan course sequences. The third study was a qualitative phenomenological exploration of astronomy identity formation among astronomy majors and physics majors engaged in astronomy research (N=10). Social cognitive career theory and the physics identity framework guided the analysis to identify a framework for astronomy identity and examine why students choose and persist in astronomy. The astronomy identity framework included six constructs: (1) interest; (2) recognition; (3) socialization; (4) competence; (5) sense of belonging; and (6) outcomes expectations. Implications include ways to foster more inclusive astronomy departments and setting realistic expectations for students' future careers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
37. Science and Classical Education in a Nonclassical School: A SPN Experience
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CindyJo Fryer
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This dissertation explores the implementation of classical education in a non-classical charter high school, with a focus on science education using classical methodologies. Employing techniques like copy work, history-based science teaching (HBST), the Socratic method, and the Progymnastmata, astronomy, and chemistry were taught. To identify classroom tensions, dilemmas, and synergies, the scholarly personal narrative (SPN) method was utilized, resulting in three articles based on the collected data. The first article examines the use of classical methods to create an immersive classroom experience, including copy work, HBST, and the Progymnastmata. The second article focuses on the teaching of unit conversions through copy work, gradual release of responsibility, and model recovery. The third and final article explores the use of a document to promote metacognition through peer learning and reflection. Overall, the study demonstrates that classical education can effectively foster a harmonious relationship between students and teachers in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
38. Virtual Reality in Astronomy Education: Reflecting on Design Principles through a Dialogue between Researchers and Practitioners
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Magdalena Kersting, Jackie Bondell, Rolf Steier, and Mark Myers
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Virtual reality (VR) technologies have the potential to transform astronomy education practices profoundly: new forms of visual representations, perceptual engagement and embodied participation promise authentic learning experiences in formal and informal learning spaces. While a growing body of research studies the educational needs and opportunities of VR astronomy education from the learner's perspective, relatively few studies have explored the perspectives of education and public outreach (EPO) professionals. This study aims to turn our attention to these complementary perspectives and shed light on design considerations for using VR in astronomy education. We unpack design principles as a dialogue between researchers and practitioners, framing this dialogue as an act of reflective practice. The findings and the ensuing dialogue draw on data from two focus group interviews with EPO professionals and scientists from the Australian Research Council Centre of Excellence for Gravitational Wave Discovery. Our design principles centre on aspects of immersion, visualisation, facilitation, and collaboration and can guide astronomy educators who wish to use VR in formal and informal learning environments. Besides, our study contributes to a deeper understanding of the new learning contexts VR technologies can create in astronomy education.
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- 2024
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39. Using Augmented Reality Based Intervention to Teach Science to Students with Learning Disabilities
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Busra Yilmaz Yenioglu, Samed Yenioglu, Kubra Sayar, and Funda Ergulec
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Augmented reality has the potential to give students a unique experience, including when teaching science subjects. The purpose of this study was to examine the effectiveness of an augmented reality-based intervention in teaching "Solar Systems and Planets" to four students with learning disabilities. The dependent variable was the percentage of the students' correct answers to the questions about the science unit. The independent variable was the augmented reality-based intervention. A multiple baseline across participants' designs was used in the study. The results showed a functional relationship between the augmented reality-based intervention and the percentage of correct answers the students gave to the questions. All four students showed significant gains immediately after receiving the intervention and maintained it between one and 5 weeks. Social validity findings also showed that students enjoyed the augmented reality-based intervention and were willing to use it in other subjects.
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- 2024
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40. Paired Dialog on Equity --Six Goals for an Introductory Astronomy Course
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Carie N. Cardamone and Bethany Cobb Kung
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This paper introduces a process of reading, reflection, and discussion used by two white faculty teaching at predominately white institutions to address challenges to equity in their introductory astronomy courses. The conversations focused on the context of large introductory courses, where individual instructors may lack resources and agency to make large-scale structural changes. Six goals to improve the classroom experience for all students are identified. The paper explores the nature of inequities that students face and, through a process of backwards design, identifies actions that begin to address such issues. The ideas discussed are rooted in ongoing conversations around injustice, antiracism, equity and inclusion and this paper describes a process by which individual instructors can make progress in their own classrooms. We write this paper with the hope that it could serve as a model, and that other faculty of introductory courses might consider embracing similar goals as we strive to make our disciplines more welcoming and inclusive.
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- 2024
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41. Unlocking the Cosmos: Evaluating the Efficacy of Augmented Reality in Secondary Education Astronomy Instruction
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Enzo Ferrari, Pablo Herrero Teijón, and Camilo Ruiz
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Augmented Reality (AR) is now being used in education across various subjects. The number of AR applications has increased with the popularity of smartphones. In this study, we explore the use of AR-based apps for teaching astronomy in the last four years of secondary education in Spain. The study includes an experimental group and a control group to show the benefits of using AR in the classroom. We conducted a pretest-posttest design, with a knowledge questionnaire given before and after the teaching period. 130 students aged 12 to 16, from a secondary school in Spain were divided into four groups, each having a control and an experimental group. The experimental group showed significant improvement in academic performance through the use of AR. This research aligns with previous studies, confirming that the use of AR makes Science, Technology, Engineering, and Mathematics (STEM) learning more engaging compared to traditional teaching methods.
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- 2024
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42. A Pragmatist Semiotic Analysis of Secondary Students' Embodied and Material Reasoning in Astronomy
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Joseph Paul Ferguson, Lihua Xu, and Russell Tytler
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Background: In learning astronomy, students need to shift between 3D and 2D representations involving complex interactions between the body and material environment. Little attention has been paid to the iconic nature of this astronomical diagramming. Purpose: This research explored the value for students of diagramming to reveal the structural relationships of astronomical phenomena. The study aimed to (1) operationalise Charles Peirce's pragmatist semiotics to analyse students' bodily and material reasoning (2) identify the iconic nature of students' diagramming through Stjernfelt's activating of Peirce's iconicity. Sample: Two students (a pair) from a class of 30 Year 7 students (12 years old) and their teacher (1) from a government secondary school in Melbourne, Australia. Design and Methods: A micro-ethnographic approach to the analysis of video/audio records and student artefacts was utilised in the context of three moments from a 1 hr lesson on astronomy. This data was analysed using Peirce's sign types of icon, index and symbol to construct a triadic account of the bodily and material nature of students' reasoning as diagramming. Results: The two students determined, by revealing structural relationships with their bodies as well as a mini-whiteboard and a torch and globe, that the Sun is higher in the sky in Summer than Winter due to the Earth's rotational axis with a tilt (of 23.5 degrees) and its elliptical orbit around the Sun. Conclusion: For students to transduct between 3D and 2D astronomical representations, they need to coordinate space-based and Earth-based perspectives through bodily and material diagramming that makes apparent key structural relationships (i.e. iconicity).
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- 2024
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43. Prevalence of a Growth Mindset among Introductory Astronomy Students
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Moire K. M. Prescott, Laura Madson, Sandra M. Way, and Kelly N. Sanderson
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While many previous studies have indicated that encouraging a growth mindset can improve student learning outcomes, this conclusion's applicability to college-level astronomy classrooms remains poorly understood owing to the variation in students' overall and domain-specific learning attitudes. To address this, we surveyed undergraduate students in an introductory astronomy class about their attitudes towards learning astronomy over the course of five semesters. Overall, students felt an affinity for astronomy, felt moderately competent, perceived astronomy to be intermediate in terms of difficulty, and agreed strongly with standard statements reflecting a "growth mindset," i.e., the belief that intelligence is malleable rather than fixed from birth. Their responses were stable over the course of the semester and did not appear to depend strongly on student demographics. The unexpected start of the COVID-19 pandemic and the associated shift to all-virtual learning correlated with a drop in their affinity for astronomy, a small decrease in their perceived competence, and an increase in the perceived difficulty of the topic. Their overall learning mindset showed negligible change during this time, emphasizing the stability of their belief in a growth mindset as compared to other measured learning attitudes. However, more nuanced questions about their behaviors and interpretations in the classroom, about how they felt "in the moment," and about what factors were most important for their success in the class revealed significantly lower alignment with a growth mindset. This suggests that while introductory astronomy students may believe that they have a growth mindset, this mindset is not necessarily reflected in their self-reported classroom behaviors or measured responses to actual learning challenges.
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- 2024
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44. Investigating Students' Insight after Attending a Planetarium Presentation about the Apparent Motion of the Sun and Stars
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Hans Bekaert, Mieke De Cock, Wim Van Dooren, and Hans Van Winckel
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We present two studies to investigate the extent to which attending a planetarium presentation increases secondary school students' understanding of the apparent motion of the Sun and stars. In the first study, we used the Apparent Motion of Sun and Stars (AMoSS) test in a pretest/post-test/retention test setting to measure learning gains and improved insight of 404 students (16- to 17-year-olds) after attending a classical planetarium presentation at the Brussels Planetarium. The AMoSS test is a questionnaire on the daily and yearly apparent motion and the observer's position. It consists of six multiple-choice questions about the Sun and six similar multiple-choice questions about the stars. We asked the students to explain their choices. The learning gains are rather small and the scores improve more on the Sun questions than on the star questions. This difference is largest for questions about the yearly apparent motion. We found that this is due to the fact that many students copy their knowledge about the Sun to the stars. Based on the results of this survey, we developed a new planetarium presentation with particular attention to the use of the celestial sphere model. We also developed a learning module that prepares students at school for this planetarium presentation. In a second study, we measured the learning gains after attending this new planetarium presentation among 339 students, also 16- to 17-year-olds. Some school groups had worked through the preparatory learning module at school and others had not. We find that the learning gains on the star questions are significantly higher than in the first study, due to better scores on the yearly apparent motion questions. In this regard, it is notable that we do not see significant differences between those students who prepared the presentation at school and those who did not. In the second study, the number of students who answer all questions correctly after attending the planetarium presentation or working through the learning module increases, but only significantly for those students who worked through the learning module at school.
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- 2024
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45. Examining the Mismatch between the Intended Astronomy Curriculum Content, Astronomical Literacy, and the Astronomical Universe
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Saeed Salimpour, Michael Fitzgerald, and Robert Hollow
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Over the years, there have been various calls to increase and better represent astronomy in curricula. This is motivated by views within the astronomy and astronomy education communities that the awe, wonder, and interdisciplinary nature of astronomy has the potential to engage students in STEM across disciplines. Reviews of curricula have shown that astronomy topics are represented in most mandated curricula around the world and although there is a homogeneity of astronomy topics in most mandated curricula, this representation has its limitations. By using the Australian National Curriculum, the USA-based Next Generation Science Standards (NGSS), and the Swedish National Curriculum as examples, this study unpacks ideas around "How much astronomy is enough?", the mismatches between astronomy topics in curricula and what constitutes astronomical literacy within the context of the Big Ideas in Astronomy document. The results identify that there is a significant gap at the galactic and extragalactic scales when considering the typical progression of astronomy topics when considering the conceptual, spatial, and temporal scales of the topics. Specifically, topics in curricula jump from tangible concepts within the student's immediate and Solar System spatial scales in primary school to cosmological spatial scales in upper high school, without reference to spatial and conceptual connecting topics at galactic scales. Potential sample curriculum statements drawn from the Big Ideas are presented as a suggested curriculum inclusion. This curricula gap is identified as a potential source of a similar gap in education research in these topics at these levels, which in turn perpetuates the problem by there being a lack of research-based evidence for inclusion in the curriculum.
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- 2024
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46. Self-Efficacy Changes and Gender Effects on Self-Efficacy in a Large-Scale Robotic Telescope Focused Curriculum
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Rachel Fre, David McKinnon, Saeed Salimpour, Michael Fitzgerald, Dan Reichart, and Christina Norris
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In this paper, we present the results of an investigation into the effects of engaging with robotic telescopes during an Astronomy 101 (Astro101) course in the United States and Canada on the self-efficacy of students. Using an astronomy self-efficacy survey that measures both astronomy personal self-efficacy and instrumental self-efficacy, the authors probed their covariance with the respondents' experience of an Astro101 course that uses robotic telescopes to collect astronomical data. Strong effects on both self-efficacy scales were seen over the period of a semester utilizing a scalable educational design using robotic telescopes. After participation in the course, the results show that the gender gap in self-efficacy between self-identified men and women is largely reduced to statistically insignificant differences compared to the initial large significant difference.
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- 2024
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47. Kindergarten Students' and Pre-Service Teachers' Perceptions Regarding the Frequency of the Moon's Appearance at Night
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Aglaia Nikolopoulou, Sofia Fili, Magdalini Founta, and Ioannis Starakis
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The present research investigates the perceptions of kindergarten students, and pre-service teachers from the Early Childhood Education Department at the University of Athens, concerning the frequency of the Moon's appearance in the night sky. ?he sample consisted of 15 people from each population group. Semi-structured interviews were conducted to collect the data. Data analysis suggests that the vast majority of both population groups consider the presence of the Moon in the celestial dome to be indicative of the night. Furthermore, when the relevant questions are asked independent of the need to explain other phenomena, the participants usually respond with the tautological statement that they can always see the Moon at night because it is night. The research also revealed that although knowledge which is acquired over time from: (a) observational data (e.g. the periodicity of the Moon's Apparent Motion is not 24 h), and (b) school/extracurricular activities (e.g. the Moon orbits the Earth with a frequency that is not 24 h) constitutes grounds for doubting the belief that the Moon is always visible in the night sky, it does not actually affect this belief.
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- 2024
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48. Engaging STEM Learners of All Ages: A University, Community, and K-12 Solar Eclipse Outreach Partnership
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Christian Clark, Alice Steimle, and Bethany LaValley
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Solar eclipses are a rare phenomenon that everyone should have the opportunity to explore in depth. This article describes two programs developed by a science, technology, engineering, and mathematics (STEM) outreach center with the goal of bringing the excitement of eclipses to all learners. The STEM outreach center collaborated with local schools to provide a learning opportunity about eclipses in the weeks leading up to the October 14, 2023, annular solar eclipse, and with a local library to provide a free public viewing event for the eclipse. Students and community members engaged in various activities including modeling lunar phases and eclipses, learning about why and how often eclipses happen in a mobile planetarium, exploring magnetism and sunspots with the use of a solar telescope, and measuring and graphing light intensity and ultraviolet radiation throughout the solar eclipse. Post-event evaluations and anecdotal evidence indicate that participants could make connections on a variety of topics including how sunspots occur; why eclipses are predictable; and the differences between annular, total, and partial eclipses. The article also includes adaptations for classroom teachers and other STEM outreach centers to use the ideas presented here for the April 8, 2024, solar eclipse.
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- 2024
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49. Co-Designing Space Science Curricula for and with Neurodivergent Learners
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Wendy Martin, Rasha Elsay, Andrew Grillo-Hill, Hannah Hellman, Naomi Hupert, Karen Melchior, Bryan Mendez, Kimberly Nguyen, Laura Peticolas, Ariana Arista, Joshua Valcarcel, and Lynn Cominsky
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We live in a neurodiverse world, and therefore need to ensure that equally diverse educational opportunities are accessible to all learners. The term "neurodiversity," coined by Judith Singer (1999) describes the broad, and complex, spectrum of human brain functionality. Terms like "neurodivergent" or "neurodistinct" (Goldstein 2020) include a wide range of neurotypes (such as autism, ADHD, ADD, dyslexia, dysgraphia and others). These neurotypes may present with challenging characteristics such as sensory issues, difficulty with executive function, or intense focus on specific interests. However, some of these characteristics can also be strengths when learners are understood, supported, and valued. Informal learning settings can be especially supportive environments for neurodivergent learners because there are often fewer time constraints for accomplishing tasks, activities are frequently hands-on and visual, learners are able to move about the space as they wish, and they can pursue activities in which they are most interested. Many kinds of learners can benefit from settings with these qualities, but they are particularly beneficial for those with sensory, attention, and social difficulties, which neurodivergent people often have. This is why understanding how to make connections between informal and formal education environments is so important for educators seeking to create educational opportunities that are accessible to a broad and neurodiverse learner population.
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- 2024
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50. Combating Systemic Barriers to Arts Access in a Rural High School through Integration of the Arts into Core Science Instruction
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Michael J. Mele
- Abstract
This paper aims to understand the barriers that face access to the arts in rural high schools and to offer a selection of potential change ideas to combat these barriers that exist in school settings. The literature review shows that access to the arts in rural communities is a barrier to complete education for school aged children because rural school districts are unable to support the arts as fully funded, staffed, and resourced components of their curriculum. The paper also includes a needs assessment for a particular rural high school, represented by the pseudonym Black Mountain High School. The paper discusses an intervention that targets the barriers to arts access for rural high school students at Black Mountain High School in Pennsylvania. The change idea integrates the NASA "Visions of the Future" poster series into two grades 11 and 12 Earth and Space Science classes. The posters supplemented direct instruction of the physical characteristics of the planets, and the study measured changes in students' attitudes about the relevance of visual art in the science class and student achievement in art and science when creating their own posters using visual symbolic representations of planetary characteristics. The design for this study is mixed methods. Data was collected from students using quantitative tools and from teachers using qualitative tools. The findings showed growth in students' attitudes about the relevance of the arts, according to the Changes in Attitudes about the Relevance of Arts (CARA) survey. This growth was evident across all three of the themes of the survey, including students' perception of the value of the arts, the interdisciplinary connection to the arts, and their enjoyment of the arts. Additionally, seven of the eight student groups that participated in the study reached an achievement level of at least 70% of total points possible, based on the Rubric for Grading Arts/Science Collaborative Integration. Finally, the paper proposes policy change that can promote equitable access to the arts for students at Black Mountain High School. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2024
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