u u sing research on how students learn astronomy to improve teaching tim slater university of...
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UUsing Research on How Students Learn Astronomy to
Improve Teaching
Tim SlaterTim SlaterUniversity of ArizonaUniversity of Arizona
Department of AstronomyDepartment of AstronomyConceptual Astronomy and Physics Conceptual Astronomy and Physics Education Research (CAPER) TeamEducation Research (CAPER) Team
http://caperteam.as.arizona.eduhttp://caperteam.as.arizona.edu
Project BETA – July 26, 2007 – NASA Goddard
Post Docs, Staff Researchers, and Sabbatical VisitorsGina Brissenden Tom OlienAlex StorrsJacob Noel-Storr
Ph.D. StudentsJessie Antonellis Janelle Bailey * Erik Brogt Sanlyn BuxnerErin Dokter John Keller *Erika Offerdahl Julia Olsen *Stephanie ParkerDelphine PerrodinPebble Richwine *Andrew ShanerMathew Wenger* Recently Completed
UA FacultyTim Slater Ed PratherBruce Johnson
Chris ImpeyChristopher Harris Ingrid Novodvorsky
OverviewOverview
• Recent RESULTS you need to know about how students learn astronomy
• RESOURCES you can use to measure the impact of your programs
• Pathways you can use to CONNECT with other people teaching astronomy topics
A Short Video Clip: A Short Video Clip: State of the UnionState of the Union
1. Students enter the classroom with preconceptions about how the world works. If their initial understanding is not fully engaged, they may fail to grasp new concepts in meaningful ways that last beyond the purposes of an exam.
2. To fully develop competence, students must: (1) have a deep foundation of factual knowledge, (2) understand interrelationships among facts and concepts and (3) organize knowledge in ways that facilitate retrieval and application
3. A “metacognitive” approach to instruction can help students learn to take control of their own learning and monitor their own progress.
How People LearnHow People Learn
[How People Learn: Brain, Mind, Experience, and School (Expanded Edition), National Research Council, National Academy Press, 2000.]
In other words …In other words …
Lectures from classroom teachers or visitors, no matter how enthusiastic or articulate have very, very, very limited impact BECAUSE
Its not what the instructor does that matters; rather, it is what the students do!
Learner-Centered Astronomy Teaching Slater & Adams, Prentice Hall Publishing, 2003
Lecture works… Lecture works… for some thingsfor some things
• Can you teach someone to swim through lecture?
Lecture works… Lecture works… for some thingsfor some things
• Can you teach someone to swim through lecture?
• Can you teach someone astronomy through lecture?
Bottom Line
Depends on what you want them to learn
• Which planet is the 3rd rock from the Sun?
• Which star is the brightest start in the sky?
• How many miles in an AU?
• What is the density of Saturn? Thank you for teaching me to fetch
and roll over, but these are not skills that will help me in the long run.
Declarative Meaningful Declarative Meaningful Knowledge VS UnderstandingKnowledge VS Understanding((FACTS) (CONCEPTS)FACTS) (CONCEPTS)
• Which planet is the 3rd rock from the Sun?
• Which star is the brightest start in the sky?
• How many miles in an AU?
• What is the density of Saturn?
• How does spectral type impact a habitable zone?
• How would a star’s magnitude change if there was intervening dust?
• Which distance units make the most sense for things in the galaxy?
Can you have one without the other?
Declarative Meaningful Declarative Meaningful Knowledge VS UnderstandingKnowledge VS Understanding((FACTS) (CONCEPTS)FACTS) (CONCEPTS)
• Which planet is the 3rd rock from the Sun?
• Which star is the brightest start in the sky?
• How many miles in an AU?• What is the density of Saturn?
• How does spectral type impact a habitable zone?
• How would a star’s magnitude change if there was intervening dust?
• Which distance units make the most sense for things in the galaxy?
Declarative Meaningful Declarative Meaningful Knowledge VS UnderstandingKnowledge VS Understanding((FACTS) (CONCEPTS)FACTS) (CONCEPTS)
TASK: With two other people nearby, write out a list of three declarative FACTS and three CONCEPTUAL UNDERSTANDINGS about black holes to share with the group.
What’s the common difference? What does this mean about teaching?
What do students struggle with?What do students struggle with?
The Big Three1. Seasons
2. Moon Phases
3. Gravity
A Review of Astronomy Education Research, Astronomy Education Review, 2(2), 2003. J.M. Bailey and T.F. Slater
What Causes the Seasons?What Causes the Seasons?
A Private Universe – Pyramid Films
What Causes the Seasons?What Causes the Seasons?
What Causes the Seasons?What Causes the Seasons?
• New Technology Solutions
What Causes the Seasons?What Causes the Seasons?
http://astro.unl.edu/naap/motion1/animations/seasons_ecliptic.swf
What do students struggle with?What do students struggle with?
The Big Three1. Seasons
2. Moon Phases
3. Gravity
A Review of Astronomy Education Research, Astronomy Education Review, 2(2), 2003. J.M. Bailey and T.F. Slater
The diagram below shows Earth and the Sun as well as five different possible positions for the Moon. Which position of the Moon best corresponds with the phase of the Moon shown in the figure at the right?
Sun
NOT TO SCALE
Orbit of the Moon
Earth
A
B
C
D
E
What Causes Moon PhasesWhat Causes Moon Phases
The diagram below shows Earth and the Sun as well as five different possible positions for the Moon. Which position of the Moon best corresponds with the phase of the Moon shown in the figure at the right?
Sun
NOT TO SCALE
Orbit of the Moon
Earth
A
B
C
D
E
What Causes Moon PhasesWhat Causes Moon Phases
• Before Lecture (N=42): 5% correct
Some New-Untried TechnologySome New-Untried Technology
• http://astro.unl.edu/naap/lps/animations/lps.swf
The Big Three1. Seasons
2. Moon Phases
3. Gravity
What do students struggle with?What do students struggle with?
The Big Three1. Seasons
2. Moon Phases
3. Gravity
Learning About the Earth's Shape and Gravity: A Guide for Teachers and Curriculum Developers, Lori Agan, Wheaton College, and Cary Sneider, Museum of Science, Boston., Astronomy Education Review, 2(2), 2003.
What do students struggle with?What do students struggle with?
The Big Three1. Seasons
2. Moon Phases
3. Gravity
Modern Topics Too
• Stellar Formation
• Cosmology
• Astrobiology
A Review of Astronomy Education Research, Astronomy Education Review, 2(2), 2003. J.M. Bailey and T.F. Slater
An Example on Star FormationAn Example on Star Formation
Preliminary ResultsPreliminary ResultsQ1: Describe what you think a star is. Q1: Describe what you think a star is. (N = 120)(N = 120)
• 74% said something like “a ball of gas” or “a ball of gas and dust”– N = 5 made references to The Lion King!
Pumbaa : Ever wonder what those sparkly dots are up there?
Timon : Pumbaa, I don't wonder. I know.
Pumbaa : Oh. What are they?
Timon : They're fireflies. Fireflies that, uh... got stuck up on that big bluish-black thing.
Pumbaa : Oh. Gee.... I always thought that they were balls of gas, burning billions of miles away.
[Laughter …….]
Timon : Pumba with you everything is gas.
The “Complete” Response The “Complete” Response Q2:Q2: Describe where you think stars come from.Describe where you think stars come from.Q3: Describe how you think a star is formed.Q3: Describe how you think a star is formed.
(N(Ntotaltotal = 203) = 203)
If we asked this on a final exam, what might a complete response have to included?
1. Region of gas or gas/dust2. Gravitational collapse of material in the
region3. Temperature & Pressure increase4. Fusion begins
And now we have a star!
Answer Component #1:
Region of gas or gas/dust
– 55% of the students said something about a region of gas or gas/dust
• Example: “I think stars start from gas and dust. The gas and dust starts in a cloud. The cloud starts out kind of loose and spread out….”
Preliminary ResultsPreliminary ResultsQ2:Q2: Describe where you think stars come from.Describe where you think stars come from.
Q3: Describe how you think a star is formed.Q3: Describe how you think a star is formed.(N(Ntotaltotal = 203) = 203)
Early work comprising part of Janelle Bailey’s PhD dissertation
Answer Component #2:Collapse - Matter comes together in some way – 48% included some sort of volume reduction
of matter– Only 19% of the total specifically include
gravity• Example: “Stars are formed when there is a large force of
gravity somewhere in space that pulls a bunch of little space particles together and they all collide somewhere in the middle of all this gravity and wham bam. .”
Preliminary ResultsPreliminary ResultsQ2:Q2: Describe where you think stars come from.Describe where you think stars come from.
Q3: Describe how you think a star is formed.Q3: Describe how you think a star is formed.(N(Ntotaltotal = 203) = 203)
Early work comprising part of Janelle Bailey’s PhD dissertation
Answer Component #3:Temperature increase– Only 11% clearly define a temperature increase– Enormous difficulty in distinguishing responses
because of how temperature and heat are misused
• Example: “…These gasses, over a period of time, contract to form a with (sic) high density. After this, as the mass keeps contracting, the temperature becomes hot enough for nuclear fusion to take place….”
Preliminary ResultsPreliminary ResultsQ2:Q2: Describe where you think stars come from.Describe where you think stars come from.
Q3: Describe how you think a star is formed.Q3: Describe how you think a star is formed.(N(Ntotaltotal = 203) = 203)
Answer Component #4:
Fusion or nuclear reactions occur
–Only 8% include fusion in response
• Example: “From a collection of a large amount matter and gasses enough to cause a chain reaction starting the fusion process (sic). Once that has begun the process will continue until the star runs out of fuel in billions of years.”
Preliminary ResultsPreliminary ResultsQ2:Q2: Describe where you think stars come from.Describe where you think stars come from.
Q3: Describe how you think a star is formed.Q3: Describe how you think a star is formed.(N(Ntotaltotal = 203) = 203)
• Other common categories found include:
– 25% describe explosions, fire, and/or burning to describe emission heat, light, and/or energy-not a star’s formation
• BOTTOM LINE: Students think stars are spherical burning clouds of soup
Preliminary ResultsPreliminary ResultsQ2:Q2: Describe where you think stars come from.Describe where you think stars come from.
Q3: Describe how you think a star is formed.Q3: Describe how you think a star is formed.(N(Ntotaltotal = 203) = 203)
Early work comprising part of Janelle Bailey’s PhD dissertation
An Example on Life in the UniverseAn Example on Life in the Universe
An astrobiology elective course for science majors emphasizing scientific communication. Journal of College Science Teaching. Offerdahl, E.G., Slater, T.F., & Prather, E.E. (2005).
An Example on Life in the UniverseAn Example on Life in the Universe
G. Marcy and P. Butler
Hundreds of Extra-Solar Planets
Question probing students’ beliefs Question probing students’ beliefs about limiting environments on Earthabout limiting environments on Earth
Describe an environment on Earth that would NOT ALLOW ANY form of life to exist. Cite specific examples and explain why these environments cannot support life.
Student Beliefs and Reasoning Difficulties in Astrobiology, Astronomy Education Review, 2(1), 5-27, 2002, E.G. Offerdahl, E.E. Prather, T.F. Slater
Limiting Environments on EarthLimiting Environments on EarthStudent-Supplied Response Categories
Non-science Majors (N=212)
Environments with extreme temperatures
42%
No water 21%
Volcanoes/core of the Earth 9%
No oxygen/air 21%
No sunlight 7%
No food/nutrients 8%Student Beliefs and Reasoning Difficulties in Astrobiology, Astronomy Education Review, 2(1), 5-27, 2002, E.G. Offerdahl, E.E. Prather, T.F. Slater
Question probing students’ beliefs Question probing students’ beliefs about necessary elements for lifeabout necessary elements for life
What elements are the most important for the existence of life? Explain your reasoning.
Student Beliefs and Reasoning Difficulties in Astrobiology, Astronomy Education Review, 2(1), 5-27, 2002, E.G. Offerdahl, E.E. Prather, T.F. Slater
Necessary Elements for LifeStudent-Supplied Response Categories
Non-science Majors (N=212)
Water 49%
Oxygen/air 56%
Energy source/nutrients 35%
Sun 19%
Carbon 19%
Hydrogen 13%
Temperature of the planet 11%
Student Beliefs and Reasoning Difficulties in Astrobiology, Astronomy Education Review, 2(1), 5-27, 2002, E.G. Offerdahl, E.E. Prather, T.F. Slater
Summary of students’ ideasSummary of students’ ideasMost students correctly identify that life can exist without sunlight & in extreme temperatures and that life requires at least intermittent liquid water. Many students believe that life cannot exist without oxygen. Students largely failed to cite high concentrations of salt, extreme pH, or extreme cold temperatures as limiting conditions for life.Students most often cited complex organisms (such as plants, animals, and humans) rather than the more ubiquitous microorganisms.
Student Beliefs and Reasoning Difficulties in Astrobiology, Astronomy Education Review, 2(1), 5-27, 2002, E.G. Offerdahl, E.E. Prather, T.F. Slater
10-44sec 10-35sec 10-32sec 10-10sec 300 sec 3x105yr 1x109yr 15x109yrRadiation
EraGUTEra
InflationEra
Electro-weakEra
ParticleEra
RecombinationEra
Galaxy and StarFormation
PresentEra
An Example on the topic of Cosmology – The Big Bang
An Example on the Topic of An Example on the Topic of Cosmology – The Big Bang Cosmology – The Big Bang
Initial Question
• Have you ever heard of the Big Bang?
– Describe what you think it is, and provide a sketch, if possible, to illustrate your answer.
Hints of a Fundamental Misconception in Cosmology, Astronomy Education Review, 1, (2), 2002 , Edward E. Prather, Timothy F. Slater and Erika G. Offerdahl
Follow-up QuestionsDescribe what you think existed or was occurring just before the Big Bang.Describe what you think existed or was occurring during the Big Bang.
Question1 Question2 Question3 Question1 Question2 Question3Student1 2 1 4 6 1 Student53 9 1 2 4 7Student2 2 1 2 3 6 Student54 9 1 2 4 1Student3 3 1 2 1 2 Student55 2 1 2 2Student4 1 1 2 4 2 3 Student56 9 1 2Student5 9 7 7 Student57 2 1 2 1Student6 3 4 2 7 7 Student58 9 1 2 4 4Student7 9 2 4 4 Student59 2 1 2 7Student8 9 2 8 9 3 Student60 7 1 2 5 6Student9 9 1 2 7 7 Student61 7 1 2 4Student10 3 4 7 7 Student62 2 1 3 7 3Student11 2 1 4 6 1 Student63 2 5 2 1 4 2 3Student12 2 1 4 6 1 Student64 5 1 2 4 7Student13 9 1 2 8 3 Student65 3 5 1 2 4 7 2Student14 3 1 2 9 7 Student66 9 1 2 4 7Student15 9 1 3 4 6 1 Student67 9 1 2 4 3Student16 7 10 6 Student68 2 5 1 2 4 2Student17 7 1 4 6 Student69 9 1 4 6 6Student18 7 1 4 3 Student70 3 5 1 2 7Student19 7 2 9 3 4 Student71 7 1 2 1Student20 9 1 2 7 5 Student72 2 1 2 6Student21 2 1 4 6 2 Student73 3 5 1 2 4 3Student22 5 7 1 2 7 1 Student74 9 1 2 6Student23 2 3 1 2 8 1 Student75 2 1 4 6 6Student24 9 10 7 Student76 5 1 2 7 6Student25 3 2 7 Student77 2 3 5 1 2 7Student26 7 1 2 8 7 Student78 2 2 9 7Student27 7 1 7 Student79 3 5 1 2 6Student28 7 1 4 7 Student80 2 5 1 7 7Student29 9 10 7 Student81 2 7 1 4 5 1Student30 9 10 7 Student82 9 2 4 7Student31 9 10 7 Student83 3 5 1 2 4 7Student32 9 10 7 Student84 9 10 7Student33 5 10 7 Student85 9 10 7Student34 7 4 1 Student86 1 2 8 3 4Student35 2 2 8 1 Student87 9 10 7Student36 2 1 2 7 Student88 2 5 1 2 4 7Student37 9 9 2 Student89 7 1 7Student38 5 1 2 4 1 2 Student90 2 10 1Student39 9 1 2 4 1 Student91 7 1 2 4 2Student40 2 5 1 4 1 Student92 7 2 8 9 11 7Student41 9 1 2 2 Student93 7 1 2 9 7Student42 4 10 6 Student94 2 1 2 9 6Student43 3 2 7 Student95 3 1 4 5 6Student44 9 1 7 Student96 7 1 2 4 7Student45 2 1 3 6 Student97 7 1 2 6Student46 2 2 2 Student98 9 1 2 3 4 1Student47 9 1 2 9 1 Student99 9 1 7Student48 2 1 2 1 Student100 7 10 7Student49 2 1 2 6 1 3 Student101 7 1 2 6 7Student50 7 1 2 6 4 Student102 7 1 4 7Student51 2 1 2 4 3 Student103 9 1 2 3 4 7Student52 1 4 7 Student104 5 1 8 7
Student105 2 1 4 6
Summary of Students’Summary of Students’ Pre-instruction Ideas on the Big Bang Pre-instruction Ideas on the Big Bang
• 86% of students (N=167) report that they have heard of the Big Bang. Only 54% of these students describe the Big Bang as a theory about the creation of the universe.
• 69% of students (N=133) describe some configuration of matter existing in the universe prior to the Big Bang.
• 49% of students (N=133) describe the Big Bang as an explosion that distributes matter throughout the universe.
• 17% of students (N=133) describe the Big Bang as event that combined matter together to form objects in the universe.
What’s wrong with these What’s wrong with these students?students?
Hints of a Fundamental Misconception in Cosmology, Astronomy Education Review, 1, (2), 2002 , Edward E. Prather, Timothy F. Slater and Erika G. Offerdahl
Two Models Of Students’ Two Models Of Students’ UnderstandingUnderstanding
Misconception Model
Primitives Model
Adapted from a slide by Rachel Scherr, University of Maryland
Two Models Of Students’ Two Models Of Students’ UnderstandingUnderstanding
Primitives Model
Adapted from a slide by Rachel Scherr, University of Maryland
Misconception Model
Students enter your lecture hall with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for the purposes of a test but revert to their preconceptions outside the classroom.
•When children touch something on the stove, they learn that temperature increases with decreasing distance•When children hear a car’s horn, they learn that sound intensity increases with decreasing distance•When children see a bright flashlight, they learn that brightness increases with decreasing distance
CLOSE MEANS MORE
FACETS of knowledge
(similar to Minstrell, 1989)
Phenomenological
PRIMITIVES (similar to di Sessa, 1993)
How Do “Primitive-like” Ideas Impact How Do “Primitive-like” Ideas Impact Teaching and Learning Astronomy?Teaching and Learning Astronomy?
CLOSE MEANS MORE
It’s hotter in the summer because we are closer to the Sun
MOTION REQUIRES FORCE
Spaceships need rockets on at all times to keep moving
INTERFERENCE I can’t see all of the Moon because the Earth is in the way
OHM’S P-PRIM All bright stars must be very hot
1-2-3-MORE The solar system contains millions of stars
A comet is a tiny galaxy
What’s wrong with our What’s wrong with our students?students?
What’s underlying their What’s underlying their thoughts about the beginning thoughts about the beginning
of everything?of everything?
Hints of a Fundamental Misconception in Cosmology, Astronomy Education Review, 1, (2), 2002 , Edward E. Prather, Timothy F. Slater and Erika G. Offerdahl
You can’t make You can’t make something from something from
nothing!!nothing!!
Hints of a Fundamental Misconception in Cosmology, Astronomy Education Review, 1, (2), 2002 , Edward E. Prather, Timothy F. Slater and Erika G. Offerdahl
How Do “Primitive-like” Ideas Impact How Do “Primitive-like” Ideas Impact Teaching and Learning Astronomy?Teaching and Learning Astronomy?
CLOSE MEANS MORE It’s hotter in the summer because we are closer to the Sun
MOTION REQUIRES FORCE
Spaceships need rockets on at all times to keep moving
INTERFERENCE I can’t see all of the Moon because the Earth is in the way
CAN’T MAKE SOMETHING FROM NOTHING
The Big Bang organized pre-existing matter
OHM’S P-PRIM All bright stars must be very hot
1-2-3-MORE The solar system contains millions of stars
A comet is a tiny galaxy
How Do “Primitive-like” Ideas Impact How Do “Primitive-like” Ideas Impact Teaching and Learning Astronomy?Teaching and Learning Astronomy?
CLOSE MEANS MORE It’s hotter in the summer because we are closer to the Sun
MOTION REQUIRES FORCE
Spaceships need rockets on at all times to keep moving
INTERFERENCE I can’t see all of the Moon because the Earth is in the way
CAN’T MAKE SOMETHING FROM NOTHING
The Big Bang organized pre-existing matter
There is no air on the Moon so there cannot be gravity on the Moon
OHM’S P-PRIM All bright stars must be very hot
1-2-3-MORE The solar system contains millions of stars
A comet is a tiny galaxy
Just the tip Just the tip of the of the
icebergiceberg
AJP Resource Letter: Astronomy Education Research. J.M. Bailey & T.F. Slater, American Journal of Physics , 2005
1. Seasons depend on the distance between the Earth
& Sun 2. There are 12 zodiac constellations 3. The constellations are only the stars making the
patterns 4. The North Star is the brightest star in the night sky 5. Stars last forever 6. All stars are same color 7. Stars really twinkle 8. All stars are isolated 9. Pulsars are pulsating stars 10. Asteroid belt is densely packed, as in “Star Wars” 11. Meteors, Meteorites, Meteoroids, Asteroids, and
Comets are the same things 12. A shooting star is actually a star falling through the
sky 13. Comet tails are always behind the comet 14. Comets are burning and giving off gas as their tails 15. All planetary orbits are circular
16. All planets have prograde rotation 17. All moons are spherical 18. We see all sides of the Moon 19. Ours is the only moon 20. Spring tide only occurs in the Spring 21. Only the Moon causes tides/the
Moon has no effect on tides 22. High tide is only between the Earth
and Moon 23. Once the ozone is gone, its gone
forever 24. Mercury is hot everywhere on its
surface 25. Giant planets have solid surfaces 26. Saturn is the only planet with rings 27. Saturn’s rings are solid 28. Pluto is always the farthest planet
from the Sun 29. The Sun primarily emits yellow light 30. The Sun is solid & shines by burning
gas or from molten lava 31. The Sun always rises directly in the
East 32. Black holes are empty space 33. Black holes are huge vacuum
cleaners in space, sucking everything in.
Adapted from – Heavenly Errors, Comins N. , 2001
1. Seasons depend on the distance between the Earth
& Sun 2. There are 12 zodiac constellations 3. The constellations are only the stars making the
patterns 4. The North Star is the brightest star in the night sky 5. Stars last forever 6. All stars are same color 7. Stars really twinkle 8. All stars are isolated 9. Pulsars are pulsating stars 10. Asteroid belt is densely packed, as in “Star Wars” 11. Meteors, Meteorites, Meteoroids, Asteroids, and
Comets are the same things 12. A shooting star is actually a star falling through the
sky 13. Comet tails are always behind the comet 14. Comets are burning and giving off gas as their tails 15. All planetary orbits are circular
16. All planets have prograde rotation 17. All moons are spherical 18. We see all sides of the Moon 19. Ours is the only moon 20. Spring tide only occurs in the Spring 21. Only the Moon causes tides/the
Moon has no effect on tides 22. High tide is only between the Earth
and Moon 23. Once the ozone is gone, its gone
forever 24. Mercury is hot everywhere on its
surface 25. Giant planets have solid surfaces 26. Saturn is the only planet with rings 27. Saturn’s rings are solid 28. Pluto is always the farthest planet
from the Sun 29. The Sun primarily emits yellow light 30. The Sun is solid & shines by burning
gas or from molten lava 31. The Sun always rises directly in the
East 32. Black holes are empty space 33. Black holes are huge vacuum
cleaners in space, sucking everything in.
Adapted from – Heavenly Errors, Comins N. , 2001
Student (Student (mismis)-Understandings)-Understandingsthe beliefs and reasoning difficulties students bring to the beliefs and reasoning difficulties students bring to
the classroomthe classroom
• Stuff they can’t name (or simply name incorrectly)• Alternative Conceptions
– Robust, locally consistent, naturally acquired, historically rooted, common default position
• Reasoning Difficulties– Misapplied details of underdeveloped conceptual models;
confusion between model results and the model itself
FIRST RESPONSEFIRST RESPONSE
• Buy computer video projectors• Provide students with copies of our
PowerPoint slides• Create JAVA & FLASH simulations so we
can demonstrate complicated models to students
• Create extensive www sites for students to read outside of class
Assumption #1 - Lecture is largely ineffective at promoting deep
conceptual change• Single group, multiple-measures, quasi-experimental
research design (no randomized control group)
• Non-science majors enrolled in ASTRO 101 at UAz• Instrument used: A 68-item, research-based multiple
choice questionnaire • Pre-Course: two forms, A&B, which each contained a
subset of questions• Post-Lecture: questions administered in subsets that
directly reflected topic of lecture
The Effectiveness of Lecture-Tutorial Approach to Introductory Astronomy, Prather, Slater, Adams, et. al., Astronomy Education Review (2004)
Celestial Motion of Objects Celestial Motion of Objects You observe a star rising directly to the east. When this star reaches its highest position above the horizon, where will it be?
a) high in the northern sky b) high in the eastern sky c) high in the southern sky d) high in the western sky e) directly overhead
The Effectiveness of Lecture-Tutorial Approach to Introductory Astronomy, Prather, Slater, Adams, et. al., Astronomy Education Review (2004)
Celestial Motion of Objects Celestial Motion of Objects
• Before Lecture (N=42): 2% correct
You observe a star rising directly to the east. When this star reaches its highest position above the horizon, where will it be?
a) high in the northern sky b) high in the eastern sky c) high in the southern sky d) high in the western sky e) directly overhead
The Effectiveness of Lecture-Tutorial Approach to Introductory Astronomy, Prather, Slater, Adams, et. al., Astronomy Education Review (2004)
The diagram below shows Earth and the Sun as well as five different possible positions for the Moon. Which position of the Moon best corresponds with the phase of the Moon shown in the figure at the right?
Sun
NOT TO SCALE
Orbit of the Moon
Earth
A
B
C
D
E
What Causes Moon PhasesWhat Causes Moon Phases
The Effectiveness of Lecture-Tutorial Approach to Introductory Astronomy, Prather, Slater, Adams, et. al., Astronomy Education Review (2004)
The diagram below shows Earth and the Sun as well as five different possible positions for the Moon. Which position of the Moon best corresponds with the phase of the Moon shown in the figure at the right?
Sun
NOT TO SCALE
Orbit of the Moon
Earth
A
B
C
D
E
What Causes Moon PhasesWhat Causes Moon Phases
• Before Lecture (N=42): 5% correct
The Effectiveness of Lecture-Tutorial Approach to Introductory Astronomy, Prather, Slater, Adams, et. al., Astronomy Education Review (2004)
The diagram below shows Earth and the Sun as well as five different possible positions for the Moon. Which position of the Moon best corresponds with the phase of the Moon shown in the figure at the right?
Sun
NOT TO SCALE
Orbit of the Moon
Earth
A
B
C
D
E
What Causes Moon PhasesWhat Causes Moon Phases
• Before Lecture (N=42): 5% correct• After Lecture (N=127): 53% correct
The Effectiveness of Lecture-Tutorial Approach to Introductory Astronomy, Prather, Slater, Adams, et. al., Astronomy Education Review (2004)
Volcanoes are usually found in places wherea) the low pressure of the atmosphere pulls the lava/magma to the surface.b) earthquakes occur from oceanic plates colliding with continental plates.c) deep-rooted mountains have cracked Earth's crust.d) Earth's rotation has caused weak spots in its crust.
Volcanoes are usually found in places wherea) the low pressure of the atmosphere pulls the lava/magma to the surface.b) earthquakes occur from oceanic plates colliding with continental plates.c) deep-rooted mountains have cracked Earth's crust.d) Earth's rotation has caused weak spots in its crust.
Pre-Course (n=39) 54%
Volcanoes are usually found in places wherea) the low pressure of the atmosphere pulls the lava/magma to the surface.b) earthquakes occur from oceanic plates colliding with continental plates.c) deep-rooted mountains have cracked Earth's crust.d) Earth's rotation has caused weak spots in its crust.
Pre-Course (n=39) 54%
Post-Lecture (n=102) 64%
A planet that still has numerous cratersfrom meteorite impacts visible on its surface likely has
a) no ocean to cover the craters.b) no atmosphere to protect the surface.c) a cold, solid interior.
A planet that still has numerous cratersfrom meteorite impacts visible on its surface likely has
a) no ocean to cover the craters.b) no atmosphere to protect the surface.c) a cold, solid interior.
Pre-Course (n=39) 21% correct
A planet that still has numerous cratersfrom meteorite impacts visible on its surface likely has
a) no ocean to cover the craters.b) no atmosphere to protect the surface.c) a cold, solid interior.
Pre-Course (n=39) 21% correct
Post-Lecture (n=100) 13% correct
The change in position of the continentsover time is primarily caused by
a) continental plates floating on the ocean.b) mantle material circulating inside Earth.c) Earth's slow shrinking as it cools.
d) global wind patterns and sustained ocean currents.
The change in position of the continentsover time is primarily caused by
a) continental plates floating on the ocean.b) mantle material circulating inside Earth.c) Earth's slow shrinking as it cools.
d) global wind patterns and sustained ocean currents.
Pre-course (n=39) 31% correct
The change in position of the continentsover time is primarily caused by
a) continental plates floating on the ocean.b) mantle material circulating inside Earth.c) Earth's slow shrinking as it cools.
d) global wind patterns and sustained ocean currents.
Pre-course (n=39) 31% correct
Post-lecture (n=101) 49% correct
If you were to build a telescope on Earth's surface, which of the following wavelengths of light would be most easily observed by this telescope?a) gamma rayb) X-rayc) ultravioletd) radio
If you were to build a telescope on Earth's surface, which of the following wavelengths of light would be most easily observed by this telescope?a) gamma rayb) X-rayc) ultravioletd) radio
Pre-course (n=25) 4% correct
If you were to build a telescope on Earth's surface, which of the following wavelengths of light would be most easily observed by this telescope?a) gamma rayb) X-rayc) ultravioletd) radio
Pre-course (n=25) 4% correct
Post-lecture (n=97) 51% correct
Assumption #1 - Lecture is largely ineffective at promoting deep
conceptual change• Instrument used: A 68 items research based
multiple choice questionnaire
• Pre-Course: two forms, A&B, which each contained a subset of questions
Pre-Course mean: 30% (nA=39,nB=42)
The Effectiveness of Lecture-Tutorial Approach to Introductory Astronomy, Prather, Slater, Adams, et. al., Astronomy Education Review (2004)
Assumption #1 - Lecture is largely ineffective at promoting deep
conceptual change• Instrument used: A 68 items research based
multiple choice questionnaire
• Pre-Course: two forms, A&B, which each contained a subset of questionsPre-Course mean: 30% (nA=39,nB=42)Post-Lecture mean: 52% (n ~ 100)
The Effectiveness of Lecture-Tutorial Approach to Introductory Astronomy, Prather, Slater, Adams, et. al., Astronomy Education Review (2004)
FIRST RESPONSEFIRST RESPONSE
• Buy computer video projectors• Provide students with copies of our
PowerPoint slides• Create JAVA & FLASH simulations so we
can demonstrate complicated models to students
• Create extensive www sites for students to read outside of class
A Commonly Held A Commonly Held InaccurateInaccurate Model of a Student’s Model of a Student’s Conceptual FrameworkConceptual Framework
tabla rasa
Bill Watterson, Calvin and Hobbs
A Commonly Held A Commonly Held InaccurateInaccurate Model of Teaching and LearningModel of Teaching and Learning
Bill Watterson, Adapted from Joe Reddish, Calvin and Hobbs AAPT San Diego 2001
FIRST RESPONSEFIRST RESPONSE
• Buy computer video projectors• Provide students with copies of our
PowerPoint slides• Create JAVA & FLASH simulations so we
can demonstrate complicated models to students
• Create extensive www sites for students to read outside of class
FIRST RESPONSEFIRST RESPONSE
• Buy computer video projectors• Provide students with copies of our
PowerPoint slides• Create JAVA & FLASH simulations so we
can demonstrate complicated models to students
• Create extensive www sites for students to read outside of class
So What Can You Do About It?So What Can You Do About It?
• Lecture more loudly?
We need to change our paradigm about who is responsible for learning!
So What Can You Do About It?So What Can You Do About It?• It’s not what the instructor does that
matters; rather, it is what the students do that matters
• Create an learner-centered environment that promotes the intellectual engagement of students
For large-enrollment lectures, we created “Lecture Tutorials for Introductory Astronomy”
The Effectiveness of a Lecture-Tutorial Approach to Instruction, Astronomy Education Review, 2004. Prather, Slater, Adams, Bailey, Dostal & Jones
Development of Development of Lecture-TutorialsLecture-Tutorialsfor Introductory Astronomyfor Introductory Astronomy
• Based on the topics faculty most often cover • Require 15-minutes and are designed for easy
implementation into existing traditional lecture courses
• Socratic-dialogue driven, highly-structured collaborative learning activities designed to:• elicit misconceptions• confront naïve, incomplete, or inaccurate ideas• resolve contradictions• demonstrate the power of THEIR conceptual
models
The Effectiveness of a Lecture-Tutorial Approach to Instruction, Astronomy Education Review, 2004. Prather, Slater, Adams, Bailey, Dostal & Jones
Volcanoes are usually found in places wherea) the low pressure of the atmosphere pulls the lava/magma to the surface.b) earthquakes occur from oceanic plates colliding with continental plates.c) deep-rooted mountains have cracked Earth's crust.d) Earth's rotation has caused weak spots in its crust.
Pre-Course (n=39) 54%
Post-Lecture (n=102) 64%
Volcanoes are usually found in places wherea) the low pressure of the atmosphere pulls the lava/magma to the surface.b) earthquakes occur from oceanic plates colliding with continental plates.c) deep-rooted mountains have cracked Earth's crust.d) Earth's rotation has caused weak spots in its crust.
Pre-Course (n=39) 54%
Post-Lecture (n=102) 64%
Post-Tutorial (n=115) 79%
A planet that still has numerous cratersfrom meteorite impacts visible on its surface likely has
a) no ocean to cover the craters.b) no atmosphere to protect the surface.c) a cold, solid interior.
Pre-Course (n=39) 21% correct
Post-Lecture (n=100) 13% correct
A planet that still has numerous cratersfrom meteorite impacts visible on its surface likely has
a) no ocean to cover the craters.b) no atmosphere to protect the surface.c) a cold, solid interior.
Pre-Course (n=39) 21% correct
Post-Lecture (n=100) 13% correct
Post-Tutorial (n=108) 78% correct
The change in position of the continentsover time is primarily caused by
a) continental plates floating on the ocean.b) mantle material circulating inside Earth.c) Earth's slow shrinking as it cools.
d) global wind patterns and sustained ocean currents.
Pre-course (n=39) 31% correct
Post-lecture (n=101) 49% correct
The change in position of the continentsover time is primarily caused by
a) continental plates floating on the ocean.b) mantle material circulating inside Earth.c) Earth's slow shrinking as it cools.
d) global wind patterns and sustained ocean currents.
Pre-course (n=39) 31% correct
Post-lecture (n=101) 49% correct
Post-tutorial (n=106) 88% correct
If you were to build a telescope on Earth's surface, which of the following wavelengths of light would be most easily observed by this telescope?a) gamma rayb) X-rayc) ultravioletd) radio
Pre-course (n=25) 4% correct
Post-lecture (n=97) 51% correct
If you were to build a telescope on Earth's surface, which of the following wavelengths of light would be most easily observed by this telescope?a) gamma rayb) X-rayc) ultravioletd) radio
Pre-course (n=25) 4% correct
Post-lecture (n=97) 51% correct
Post-tutorial (n=78) 67% correct
Assumption #1 - Lecture is largely ineffective at promoting deep
conceptual change• Instrument used: A 68 items research based
multiple choice questionnaire
• Pre-Course: two forms, A&B, which each contained a subset of questionsPre-Course mean: 30% (nA=39,nB=42)Post-Lecture mean: 52% (n ~ 100)
The Effectiveness of a Lecture-Tutorial Approach to Instruction, Astronomy Education Review, 2004. Prather, Slater, Adams, Bailey, Dostal & Jones
Assumption #1 - Lecture is largely ineffective at promoting deep
conceptual change• Instrument used: A 68 items research based
multiple choice questionnaire
• Pre-Course: two forms, A&B, which each contained a subset of questionsPre-Course mean: 30% (nA=39,nB=42)Post-Lecture mean: 52% (n ~ 100)Post-Lecture Tutorial: 72% (n ~ 100)
The Effectiveness of a Lecture-Tutorial Approach to Instruction, Astronomy Education Review, 2004. Prather, Slater, Adams, Bailey, Dostal & Jones
Don’t forget …Don’t forget …
Its not what the instructor does that matters; rather, it is what the students do!
Learner-Centered Astronomy Teaching: Strategies for ASTRO 101. Slater & Adams, Prentice Hall Publishing, 2002.
AActivity or ctivity or aactivityctivity
activity = Just having students DO STUFF
OR
Activity = Repeatedly intellectually engage students with meaningful phenomena to create deep conceptual understanding
AActivity or ctivity or aactivityctivity
activity = Just having students DO STUFF
HOW DO YOU KNOW THE DIFFERENCE?
Activity = Repeatedly intellectually engage students with meaningful phenomena to create deep conceptual understanding
AActivity or ctivity or aactivityctivity
Rigorous evaluation– We made this stuff, they liked it, they had a
good time, they manipulated data and got reasonable results
AActivity or ctivity or aactivityctivity
Rigorous evaluation– We made this stuff, they liked it, they had a
good time, they manipulated data and got reasonable results
– Assessment of pre-existing student ideas and reasoning difficulties learners bring to the table
– Repeated evaluation of pre- to –post learning gains cause interactive improvements
– Triangulated with other data (other diagnostics, interviews, observations, etc.)
AActivity or ctivity or aactivityctivity
Rigorous evaluation– We made this stuff, they liked it, they had a
good time, they manipulated data and got reasonable results
– Assessment of pre-existing student ideas and reasoning difficulties learners bring to the table
– Repeated evaluation of pre- to –post learning gains cause interactive improvements
– Triangulated with other data (other diagnostics, interviews, observations, etc.)
• Active learning is when students take active responsibility for participating in and monitoring of their own learning by engaging in critical reasoning about the ideas presented in the class.
• The educational effectiveness of activities must be meaningfully evaluated both to make improvements and for our community to make progress.
AActivity or ctivity or aactivityctivity
So what?So what?
• Research results are impacting the creation of new activities
• Ranking Tasks
• Sorting Tasks
• Vocabulary in Context
Example Ranking Task….The figure below shows the faces of six people (A – G).The figure below shows the faces of six people (A – G).
Rank these people by AGE from least to greatest.
Least ____, ____, ____, ____, ____, ____ Greatest
Example: Scale of the Universe Description: Consider the images of six different astronomical objects (A-F) below.
A. The Moon
D. Neutron Star E. Nebula
F. The Solar System
B. The Sun C. Spiral Galaxy
A) Ranking Instructions: Rank the objects in terms of SIZE from smallest to largest. Assume that objects are a “typical” size for that type of object. Ranking Order: Smallest 1 ___, 2 ____, 3 ____, 4 ____ 5, ____, 6____ Largest B) Ranking Instructions: Rank the objects in terms of MASS from least to most. Assume that objects are a “typical” mass for that type of object. Ranking Order: Least 1 ___, 2 ____, 3 ____, 4 ____ 5, ____, 6____ Most
Example: Phases of the Moon
Description: In each figure below (A – D) the Moon is shown in a particular phase along with
the position in the sky that the Moon would have at one time during the day (or night). The
dark areas on each moon figure show the unlit portions of the Moon visible from Earth at
that time. Assume that sunset occurs at 6 pm and that sunrise occurs at 6 am.
Ranking Instructions: Use the time each Moon phase (A – D) would appear as shown to rank the figures (from earliest to latest), starting from sunrise (6 am).
Ranking Order: Earliest (about 6 am) 1 ___ 2 ____ 3 ____ 4 ____ Latest
Sorting Tasks Task….The figure below shows the faces of six people (A – G).The figure below shows the faces of six people (A – G).
Which are males and which are females?
Vocabulary in ContextVocabulary in Context
New Tools to Measure ImpactNew Tools to Measure Impact
• Astronomy Diagnostic Test
• Lunar Phases Concept Inventory
• Stars and Star Formation Concept Inventory
• Global Warming Concept Inventory
• Light and Spectra Concept Inventory
Light and Spectra Concept InventoryLight and Spectra Concept Inventory
How Do I Keep Up With It All?How Do I Keep Up With It All?• Astronomy Education Review
– http://aer.noao.edu
• ASP/AAE AstroEd_News– Send blank email to astroed_news-
• National Digital Libraries– DLESE.org and AstronomyCenter.org
• What else?
UUsing Research on How Students Learn Astronomy to
Improve Teaching
Tim SlaterTim SlaterUniversity of ArizonaUniversity of Arizona
Department of AstronomyDepartment of AstronomyConceptual Astronomy and Physics Conceptual Astronomy and Physics Education Research (CAPER) TeamEducation Research (CAPER) Team
http://caperteam.as.arizona.eduhttp://caperteam.as.arizona.edu
Project BETA – July 26, 2007 – NASA Goddard