Null

What Research Is
Telling Us About How

Our Students Learn
Tim Slater
University of Wyoming
Excellence in Higher Education Endowed
Chair hof Science Education
Cognition in Astronomy, Physics & Earth

sciences Research (CAPER) Team
http://www.uwyo.edu/caper
I need someone well versed in the art of torture –
do you know PowerPoint?
CAPER Team
Cognition in Astronomy, Physics, &
Earth sciences Research
University of Wyoming Physics Dept.
Acknowledgement of Generous Supporters
• NSF CCLI, ASA, and GeoSciences Education

Awards
• NSF Chautauqua Summer Workshop Program
• NASA Science Mission Directorate and JPL
Navigator/Spitzer Center for Astronomy
Education http://astronomy101.jpl.nasa.gov
• American Astronomical Society, Astronomical
Society of the Pacific, Amer. Geophysical Union,
and American Association of Physics Teachers
• WH Freeman, Prentice Hall and Addison Wesley
Publishing
Overview
• What are we learning about how students
learn astronomy?
• Are we teaching for factual knowledge or for
conceptual understanding?
• How would you know if meaningful learning
is going on in a classroom?
• What is our community's model for making
fruitful research progress?
A Short Video Clip:
State of the Union
What have we learned from Physics?
• Lecture doesn’t work very well
• Material covered too rapidly results in students
too quickly adopting memorization-based
survival modes rather than a focus on
understanding
• Misconceptions are numerous and hard to fix
• Student attitudes are often negatively impacted
by poor teaching
• Peer Instruction: ConceptTests, Clickers,
Tutorials, Computer-Based Labs, Diagnostic
Tests, Ranking Tasks, & JiTT all helped in
physics
How do these issues translate to astronomy?
They are doing stuff, but are they learning?
What Research Is
Telling Us About How
Our Students Learn
Tim Slater
Professor of Science Education

Are You Really
Teaching if No One is
Learning?
Tim Slater
Professor of Science Education

Are You Really Teaching If No
One Is Learning?
I taught Stripe how to whistle
I don’t hear him whistling
I said I taught him. I didn’t say

he learned it
It is assessment which helps us

distinguish between teaching
and learning
One Is Learning?

he learned it

and learning
One Is Learning?

he learned it

and learning
One Is Learning?

he learned it

and learning
The Montillation of Traxoline
(attributed to the insight of Judy Lanier.)
It is very important that you learn about

traxoline. Traxoline is a new form of zionter.
It is montilled in Ceristanna. The
Ceristannians gristerlate large amounts of
fevon and then brachter it to quasel
traxoline. Traxoline may well be one of our
most lukized snezlaus in the future because
of our zionter lescelidge.
The Montillation of Traxoline
(attributed to the insight of Judy Lanier.)
It is very important that you learn about traxoline.

Traxoline is a new form of zionter. It is montilled in
Ceristanna. The Ceristannians gristerlate large amounts of
fevon and then brachter it to quasel traxoline. Traxoline
may well be one of our most lukized snezlaus in the future
because of our zionter lescelidge.
Directions: Answer the following questions in complete
sentences. Be sure to use your best handwriting.
1. What is traxoline?
2. Where is traxoline montilled?
3. How is traxoline quaselled?
4. Why is it important to know about traxoline?
How People Learn
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 Learn: Brain, Mind, Experience, and School (Expanded Edition),
National Research Council, National Academy Press, 2000.]
In other words …
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.
Lecture works… for some things
• Can you teach someone to swim through

lecture?
Lecture works… for 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
Declarative Meaningful
Knowledge VS Understanding
(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 Thank you for teaching me to fetch
and roll over, but these are not skills
Saturn? that will help me in the long run.
Declarative Meaningful
Knowledge VS Understanding
(FACTS) (CONCEPTS)
• Which planet is the • How does spectral type
3rd rock from the impact a habitable zone?
Sun? • How would a star’s
• Which star is the magnitude change if
brightest start in the there was intervening
sky?
dust?
• How many miles in an
AU? • Which distance units
make the most sense for
• What is the density of
Saturn? things in the galaxy?
Can you have one without the other?

What do students struggle with?
The Big Three
1. 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?
A Private Universe – Pyramid Films

What Causes the Seasons?
The Big Three
1. Seasons
2. Moon Phases
3. Gravity

What 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?
Orbit of the Moon
5
1
Earth Sun
2 4
NOT TO SCALE
Personal Responder Devices
• What are responders?
– IR or Radio wireless voting
device
– Sometimes referred to as
Classroom Communication
Systems (CCS), “clickers”,
etc.
Class Response System – Low Tech
A B
C D
Class Response System – Low Tech

right?
Orbit of the Moon
5
1
Earth Sun
2 4
NOT TO SCALE
right?
Orbit of the Moon
5
1
Earth Sun
2 4
NOT TO SCALE
• Before Lecture (N=42): 5% correct

The Big Three
1. Seasons
2. Moon Phases
3. Gravity
The Big Three
1. 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.
The Big Three Modern Topics Too
1. Seasons • Stellar Formation
2. Moon Phases • Astrobiology
3. Gravity • Cosmology

An Example on the topic of
Cosmology – The Big Bang
10-44sec 10-35sec 10-32sec 10-10sec 300 sec 3x105yr 1x109yr 15x109yr

Radiation GUT Inflation Electro-weak Particle Recombination Galaxy and Star Present
Era Era Era Era Era Era Formation Era
An Example on the Topic of
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.
Follow-up Questions
• Describe what you think existed or was occurring
just before the Big Bang.
• Describe what you think existed or was occurring
during the Big Bang.
Hints of a Fundamental Misconception in Cosmology, Astronomy Education

Review, 1, (2), 2002 , Edward E. Prather, Timothy F. Slater and Erika G. Offerdahl
Question1 Question2 Question3 Question1 Question2 Question3
Student1 2 1 4 6 1 Student53 9 1 2 4 7
Student2 2 1 2 3 6 Student54 9 1 2 4 1
Student3 3 1 2 1 2 Student55 2 1 2 2
Student4 1 1 2 4 2 3 Student56 9 1 2
Student5 9 7 7 Student57 2 1 2 1
Student6 3 4 2 7 7 Student58 9 1 2 4 4
Student7 9 2 4 4 Student59 2 1 2 7
Student8 9 2 8 9 3 Student60 7 1 2 5 6
Student9 9 1 2 7 7 Student61 7 1 2 4
Student10 3 4 7 7 Student62 2 1 3 7 3
Student11 2 1 4 6 1 Student63 2 5 2 1 4 2 3
Student12 2 1 4 6 1 Student64 5 1 2 4 7
Student13 9 1 2 8 3 Student65 3 5 1 2 4 7 2
Student14 3 1 2 9 7 Student66 9 1 2 4 7
Student15 9 1 3 4 6 1 Student67 9 1 2 4 3
Student16 7 10 6 Student68 2 5 1 2 4 2
Student17 7 1 4 6 Student69 9 1 4 6 6
Student18 7 1 4 3 Student70 3 5 1 2 7
Student19 7 2 9 3 4 Student71 7 1 2 1
Student20 9 1 2 7 5 Student72 2 1 2 6
Student21 2 1 4 6 2 Student73 3 5 1 2 4 3
Student22 5 7 1 2 7 1 Student74 9 1 2 6
Student23 2 3 1 2 8 1 Student75 2 1 4 6 6
Student24 9 10 7 Student76 5 1 2 7 6
Student25 3 2 7 Student77 2 3 5 1 2 7
Student26 7 1 2 8 7 Student78 2 2 9 7
Student27 7 1 7 Student79 3 5 1 2 6
Student28 7 1 4 7 Student80 2 5 1 7 7
Student29 9 10 7 Student81 2 7 1 4 5 1
Student31 9 10 7 Student83 3 5 1 2 4 7
Student32 9 10 7 Student84 9 10 7
Student35 2 2 8 1 Student87 9 10 7
Student36 2 1 2 7 Student88 2 5 1 2 4 7
Student38 5 1 2 4 1 2 Student90 2 10 1
Student39 9 1 2 4 1 Student91 7 1 2 4 2
Student40 2 5 1 4 1 Student92 7 2 8 9 11 7
Student41 9 1 2 2 Student93 7 1 2 9 7
Student42 4 10 6 Student94 2 1 2 9 6
Student45 2 1 3 6 Student97 7 1 2 6
Student46 2 2 2 Student98 9 1 2 3 4 1
Student47 9 1 2 9 1 Student99 9 1 7
Student48 2 1 2 1 Student100 7 10 7
Student49 2 1 2 6 1 3 Student101 7 1 2 6 7
Student50 7 1 2 6 4 Student102 7 1 4 7
Student51 2 1 2 4 3 Student103 9 1 2 3 4 7
Student105 2 1 4 6
Summary of Students’
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
students?

Two Models Of Students’
Understanding
Primitives Model
Misconception Model
Adapted from a slide by Rachel Scherr, University of Maryland

Two Models Of Students’
Understanding
Misconception Model Primitives Model
Adapted from a slide by Rachel Scherr, University of Maryland

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, FACETS of
they learn that sound intensity knowledge
increases with decreasing distance (similar to
Minstrell, 1989)
•When children see a bright
flashlight, they learn that brightness
increases with decreasing distance Phenomenological
 CLOSE MEANS MORE PRIMITIVES
(similar to di Sessa, 1993)
How Do “Primitive-like” Ideas Impact
Teaching and Learning Astronomy?
It’s hotter in the summer because
CLOSE MEANS we are closer to the Sun
MORE
MOTION REQUIRES Spaceships need rockets on at all
FORCE times to keep moving
I can’t see all of the Moon because
INTERFERENCE 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
students?
What’s underlying their
thoughts about the beginning of
everything?

You can’t make
something from
nothing!!

CLOSE MEANS MORE It’s hotterarein closer
the summer because we
to the Sun
MOTION REQUIRES Spaceships need rockets on at all times

FORCE to keep moving
I can’t see all of the Moon because the
INTERFERENCE Earth is in the way
CAN’T MAKE The Big Bang organized pre-existing

SOMETHING FROM matter
NOTHING
1-2-3-MORE The solar system contains millions of

stars
CLOSE MEANS MORE It’s hotterarein closer
the summer because we
to the Sun
MOTION REQUIRES Spaceships need rockets on at all times

FORCE to keep moving
I can’t see all of the Moon because the
INTERFERENCE Earth is in the way
The Big Bang organized pre-existing
CAN’T MAKE matter
SOMETHING FROM There is no air on the Moon so there
NOTHING cannot be gravity on the Moon
1-2-3-MORE The solar system contains millions of

stars
Just the tip
of the
iceberg
AJP Resource Letter: Astronomy

Education Research. J.M. Bailey &
T.F. Slater, American Journal of
Physics , 2005
1. Seasons depend on the distance between 16. All planets have prograde rotation
the Earth & Sun 17. All moons are spherical
2. There are 12 zodiac constellations 18. We see all sides of the Moon
3. The constellations are only the stars 19. Ours is the only moon
making the patterns 20. Spring tide only occurs in the Spring
4. The North Star is the brightest star in the 21. Only the Moon causes tides/the Moon has no
night sky effect on tides
5. Stars last forever 22. High tide is only between the Earth and Moon
6. All stars are same color 23. Once the ozone is gone, its gone forever
7. Stars really twinkle 24. Mercury is hot everywhere on its surface
8. All stars are isolated 25. Giant planets have solid surfaces
9. Pulsars are pulsating stars 26. Saturn is the only planet with rings
10. Asteroid belt is densely packed, as in 27. Saturn’s rings are solid
“Star Wars”
28. Pluto is always the farthest planet from the Sun
11. Meteors, Meteorites, Meteoroids,
Asteroids, and Comets are the same 29. The Sun primarily emits yellow light
things 30. The Sun is solid & shines by burning gas or
12. A shooting star is actually a star falling from molten lava
through the sky 31. The Sun always rises directly in the East
13. Comet tails are always behind the comet 32. Black holes are empty space
14. Comets are burning and giving off gas as 33. Black holes are huge vacuum cleaners in
their tails space, sucking everything in.
15. All planetary orbits are circular
Adapted from – Heavenly Errors, Comins N. , 2001

1. Seasons depend on the distance between 16. All planets have prograde rotation
the Earth & Sun 17. All moons are spherical
2. There are 12 zodiac constellations 18. We see all sides of the Moon
3. The constellations are only the stars 19. Ours is the only moon
making the patterns 20. Spring tide only occurs in the Spring
4. The North Star is the brightest star in the 21. Only the Moon causes tides/the Moon has no
night sky effect on tides
5. Stars last forever 22. High tide is only between the Earth and Moon
6. All stars are same color 23. Once the ozone is gone, its gone forever
7. Stars really twinkle 24. Mercury is hot everywhere on its surface
8. All stars are isolated 25. Giant planets have solid surfaces
9. Pulsars are pulsating stars 26. Saturn is the only planet with rings
10. Asteroid belt is densely packed, as in 27. Saturn’s rings are solid
“Star Wars”
28. Pluto is always the farthest planet from the Sun
11. Meteors, Meteorites, Meteoroids,
Asteroids, and Comets are the same 29. The Sun primarily emits yellow light
things 30. The Sun is solid & shines by burning gas or
12. A shooting star is actually a star falling from molten lava
through the sky 31. The Sun always rises directly in the East
13. Comet tails are always behind the comet 32. Black holes are empty space
14. Comets are burning and giving off gas as 33. Black holes are huge vacuum cleaners in
their tails space, sucking everything in.
15. All planetary orbits are circular
Adapted from – Heavenly Errors, Comins N. , 2001

Student (mis)-Understandings
the beliefs and reasoning difficulties students bring to
the 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
Student (mis)-Understandings
the beliefs and reasoning difficulties students bring to
the classroom
• Stuff they can’t name
– (HARDWARE ERROR)
• Alternative Conceptions
– (SOFTWARE ERROR)
• Reasoning Difficulties
– (FIRMWARE ERROR)
FIRST 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
Testable Assumption - 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
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

will it be?

will it be?

• After Lecture (N = 135): 19% correct
right?
Orbit of the Moon
E
A
Earth Sun
B D
NOT TO SCALE

right?
Orbit of the Moon
E
A
Earth Sun
B D
NOT TO SCALE

right?
Orbit of the Moon
E
A
Earth Sun
B D
NOT TO SCALE

• After Lecture (N=127): 53% correct
A planet that still has numerous craters
from 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.
surface likely has

Pre-Course (n=39) 21% correct

surface likely has


Post-Lecture (n=100) 13% 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 ray
b) X-ray
c) ultraviolet
d) radio
a) gamma ray
b) X-ray
c) ultraviolet
d) radio
Pre-course (n=25) 4% correct
a) gamma ray
b) X-ray
c) ultraviolet
d) radio
Post-lecture (n=97) 51% correct
Testable Assumption- Lecture is
• Instrument used: A 68 items research based
• Pre-Course: two forms, A&B, which each
contained a subset of questions
Pre-Course mean: 30% (nA=39,nB=42)

Post-Lecture mean: 52% (n ~ 100)
FIRST RESPONSE

PowerPoint slides
students
A Commonly Held Inaccurate
Model of a Student’s
Conceptual Framework
tabla rasa
Bill Watterson,
Calvin and Hobbs
A Commonly Held Inaccurate
Model of Teaching and Learning
Bill Watterson, Adapted from Joe Reddish,

Calvin and Hobbs AAPT San Diego
FIRST RESPONSE

PowerPoint slides
students
FIRST RESPONSE

PowerPoint slides
students
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?
• 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 Lecture-Tutorials
for 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
right? Orbit of the Moon
E
A
Earth Sun
B D
NOT TO SCALE

right? Orbit of the Moon
E
A
Earth Sun
B D
NOT TO SCALE

• After Lecture Tutorial (N=104): 72% correct
surface likely has


surface likely has


Post-Tutorial (n=108) 78% correct
a) gamma ray
b) X-ray
c) ultraviolet
d) radio
a) gamma ray
b) X-ray
c) ultraviolet
d) radio
Post-tutorial (n=78) 67% correct
Post-Lecture Tutorial: 72% (n ~ 100)
Qualitative Results
(focus group)
Students believe that the tutorials are one of
the greatest strength of the class
• “We are able to discuss topics with other students

and therefore, we help each other!”
• “Why don’t all professors use tutorials during
class?”
• “The tutorials were definitely a big part of my
learning in the class.”
Qualitative Results
(interview)
“And then the tutorials? I don’t

know who ever thought of that.
But it’s really how classes should
be taught….The tutorials [review
concepts] because they break it
down. You start with something
so simple…and then it slowly gets
to more.” –Marti
Qualitative Results
(interviews)
“I know the worksheets are real

helpful. I found it sometimes hard
to talk to as many people as I
wanted to talk to and finish the
worksheet in time.” – Joe

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.
SECOND RESPONSE
• Collaborative Group Activities & Tutorials
• Peer Instruction: ConceptTests (Green)
• Personal Response Systems (Clickers)
• Computer-Based Labs (e.g., CLEA)
• Authentic Data-Based Labs (e.g., GalaxyZoo)
• Computer-Based Interactives (e.g., NAAP & LITE)
• Interactive Online Courses and Labs
• Digital Libraries (e.g., NSF & AAS ComPADRE)
• Electronic Communities (e.g., ASP & NASA Navigator)
SECOND RESPONSE
• Collaborative Group Activities & Tutorials
• Peer Instruction: ConceptTests (Green)
• Personal Response Systems (Clickers)
• Computer-Based Labs (e.g., CLEA)
• Authentic Data-Based Labs (e.g., Sloan)
• Computer-Based Interactives (e.g., NAPP & LITE)
• Interactive Online Courses and Labs
• Digital Libraries (e.g., NSF & AAS ComPADRE)
• Electronic Communities (e.g., ASP & NASA Navigator)
Activity or activity
activity = Just having students DO STUFF
OR
Activity = Repeatedly intellectually
engage students with meaningful
phenomena to create deep conceptual
understanding
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
Rigorous evaluation
– We made this stuff, they liked it, they had a
good time, they manipulated data and got
reasonable results
Rigorous evaluation
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.)
Rigorous evaluation
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.)
State of the Union
• The alarming results from Physics Education
Research seem to translate to teaching of
astronomy
• Students have many inaccurate beliefs and
reasoning difficulties about the universe that are
well poised to interfere with our instructional goals
• Just having students complete activities is less
desirable than engaging in Activities
• Our community progress model will always be

limited to “is it better than lecture?” unless we
uncover cognitively what is going on in learner’s
heads
Are You Really
Learning?
Tim Slater
Chair of Science Education

Engaging in Astronomical
Inquiry
Stephanie J Slater, Timothy F. Slater, Daniel J. Lyons
WH Freeman Publishing and Company, 2010
Freely Available Online: www.uwyo.edu/caper
Supporting Students in
Learning Scientific Inquiry
1. Communicate
Ask questions and defend conclusions
answerable
based
throughona collected
scientific evidence,
approach then
2. Design strategies to pursue and collect

2. Design strategies to pursue and
data-based evidence, then
collect data-based evidence
3. Ask questions answerable through a
3. Communicate and defend
scientific approach
conclusions based on collected
evidence
UBER BRIEF SAMPLE
1. What are the observable characteristics of galaxies?
Complete the online tutorial.
2. What type of galaxy is most common? Agree or
disagree with a student who proposed, “most galaxies are
elliptical?”
3. Which direction do galaxies typically spin? Given a
completed data table, match evidence to a conclusion.
4. Propose a precise data collection strategy for the research
question, for what fraction of galaxies observed appear
to be merging with other galaxies?
5. Design your own answerable research question, propose a
plan to pursue evidence, collect data using GalaxyZoo,
and create an evidence-based conclusion.
6. Write a 50 word summary on the nature of galaxies
Illustrative Research Projects
Designed by ASTRO 101 Students at
our Science Mini-Conference
• On average, how many arms do spiral galaxies
have?
• Are most merging galaxies spiral or elliptical in
shape?
• Do elliptical galaxies have any visible blue stars?
• What elements (spectra) do we see in elliptical
galaxies?
• What is the predominant color of spiral galaxies?
• Do galaxies appear to cluster?
Utilize Metacognitive Prompts to
Enhance Student Learning
Engaging in Astronomical
Inquiry
Stephanie J Slater, Timothy F. Slater, Daniel
J. Lyons
WH Freeman Publishing and Company, 2010
Freely Available Online: www.uwyo.edu/caper
Are You Really
Learning?
Tim Slater
Chair of Science Education


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What Research Is

Telling Us About How

Cognition in Astronomy, Physics & Earth

• NSF CCLI, ASA, and GeoSciences Education

Cognition in Astronomy, Physics & Earth

Cognition in Astronomy, Physics & Earth

I don’t hear him whistling

I said I taught him. I didn’t say

It is assessment which helps us

I don’t hear him whistling

I said I taught him. I didn’t say

It is assessment which helps us

I don’t hear him whistling

I said I taught him. I didn’t say

It is assessment which helps us

I don’t hear him whistling

I said I taught him. I didn’t say

It is assessment which helps us

It is very important that you learn about

It is very important that you learn about traxoline.

Learner-Centered Astronomy Teaching: Strategies for ASTRO 101. Slater &

• Can you teach someone to swim through

• Can you teach someone to swim through

Can you have one without the other?

A Review of Astronomy Education Research, Astronomy Education Review, 2(2),

A Private Universe – Pyramid Films

A Review of Astronomy Education Research, Astronomy Education Review, 2(2),

• Before Lecture (N=42): 5% correct

Learning About the Earth's Shape and Gravity:

A Review of Astronomy Education Research, Astronomy Education Review, 2(2),

10-44sec 10-35sec 10-32sec 10-10sec 300 sec 3x105yr 1x109yr 15x109yr

Hints of a Fundamental Misconception in Cosmology, Astronomy Education

• 86% of students (N=167) report that they have

Hints of a Fundamental Misconception in Cosmology, Astronomy Education

Adapted from a slide by Rachel Scherr, University of Maryland

Misconception Model Primitives Model

Adapted from a slide by Rachel Scherr, University of Maryland

•When children touch something on

1-2-3-MORE The solar system contains millions

Hints of a Fundamental Misconception in Cosmology, Astronomy Education

Hints of a Fundamental Misconception in Cosmology, Astronomy Education

MOTION REQUIRES Spaceships need rockets on at all times

CAN’T MAKE The Big Bang organized pre-existing

1-2-3-MORE The solar system contains millions of

MOTION REQUIRES Spaceships need rockets on at all times

OHM’S P-PRIM All bright stars must be very hot

1-2-3-MORE The solar system contains millions of

AJP Resource Letter: Astronomy

Adapted from – Heavenly Errors, Comins N. , 2001

Adapted from – Heavenly Errors, Comins N. , 2001

• Buy computer video projectors

The Effectiveness of Lecture-Tutorial Approach to Introductory Astronomy,

• Before Lecture (N=42): 2% correct

The Effectiveness of Lecture-Tutorial Approach to Introductory Astronomy,

• Before Lecture (N=42): 2% correct

The Effectiveness of Lecture-Tutorial Approach to Introductory Astronomy,

• Before Lecture (N=42): 5% correct

The Effectiveness of Lecture-Tutorial Approach to Introductory Astronomy,

• Before Lecture (N=42): 5% correct

a) no ocean to cover the craters.

a) no ocean to cover the craters.

Pre-Course (n=39) 21% correct