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Results #1-#10 of 88
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1.
Do Concept Inventories Actually Measure Anything?
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PER Literature
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C. Wallace and J. Bailey, Astron. Educ. Rev.,
9
(1), 010116 (2010).
Although concept inventories are among the most frequently used tools in the physics and astronomy education communities, they are rarely evaluated using item response theory (IRT).…
https://doi.org/10.3847/AER2010024
2.
Kinesthetic Astronomy: The Sky Time Lesson
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PER Literature
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C. Morrow, Phys. Teach.,
38
(4), 252-253 (2000).
Everyday association with time in our modern age involves watches, clocks, and calendars rather than the astronomical motions that were the original bases for timekeeping. However,…
https://doi.org/10.1119/1.880520
3.
Development and Application of a Situated Apprenticeship Approach to Professional Development of Astronomy Instructors
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E. Prather and G. Brissenden, Astron. Educ. Rev.,
7
(2), 1-17 (2008).
Professional development for astronomy instructors largely focuses on enhancing their understanding of the limitations of professor-centered lectures while also increasing awareness…
https://doi.org/10.3847/AER2008016
4.
Student ideas about the moon and its phases and the impact of a real 3D model of the Sun/Earth/Moon system in an introductory astronomy laboratory course
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J. Cohen -
Thesis
Students who take a college level introductory astronomy lab course for non-science majors answer survey questions about the Moon and its phases as part of a regular curriculum. We…
http://web.archive.org/web/20150921210129/http://www.umaine.edu/center/f...
5.
Exploring gender differences with different gain calculations in astronomy and biology
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S. Willoughby and A. Metz, Am. J. Phys.,
77
(7), 651-657 (2009).
To investigate differences in learning gains by gender, we collected data in large introductory astronomy and biology courses. Male astronomy students had significantly higher pre-…
https://doi.org/10.1119/1.3133087
6.
Development of a concept inventory to assess students' understanding and reasoning difficulties about the properties and formation of stars
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J. Bailey, Astron. Educ. Rev.,
6
(2), 133-139 (2007).
Through the use of open-ended surveys, students’ ideas about the properties and formation of stars were investigated. It was determined that, although students often know some basic…
https://doi.org/10.3847/AER2007028
7.
Development and Validation of the Star Properties Concept Inventory
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J. Bailey, B. Johnson, E. Prather, and T. Slater, Int. J. Sci. Educ.,
34
(14), 2257-2286 (2011).
Concept inventories (CIs)—typically multiple-choice instruments that focus on a single or small subset of closely related topics—have been used in science education for more than a…
https://doi.org/10.1080/09500693.2011.589869
8.
Development of the Astronomy Diagnostic Test
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B. Hufnagel, Astron. Educ. Rev.,
1
(1), 47-51 (2002).
This paper describes the development of the Astronomy Diagnostic Test (ADT), a 33-question pencil-and-paper multiple-choice survey, up to the release of Version 2.0 in June 1999. The…
https://doi.org/10.3847/AER2001004
9.
Results from the Astronomy Diagnostic Test National Project
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G. Deming, Astron. Educ. Rev.,
1
(1), 52-57 (2002).
The Astronomy Diagnostic Test (ADT) is the first research-based assessment tool developed for use in undergraduate introductory astronomy classrooms. The ADT National Project has…
https://doi.org/10.3847/AER2001005
10.
Analysis of the Astronomy Diagnostic Test
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E. Brogt, D. Sabers, E. Prather, G. Deming, B. Hufnagel, and T. Slater, Astron. Educ. Rev.,
6
(1), 25-42 (2007).
Seventy undergraduate class sections were examined from the database of Astronomy Diagnostic Test (ADT) results of Deming and Hufnagel to determine if course format correlated with…
https://doi.org/10.3847/AER2007003
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Results #1-#10 of 88
