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Descriptors:
Multimedia Instruction; Computer Software; Computer Simulation; Educational Games; Computer Assisted Instruction; Computer System Design; Program Descriptions; Class Activities; Learning Activities; Teaching Methods; Astronomy; Lesson Plans; Elementary School Curriculum; State Standards; Core Curriculum; Informal Education; Science Instruction; Open Source Technology; Electronic Learning; Instructional Design; Space Exploration; Space Sciences

Abstract:
Exploring the Solar System in the elementary school curriculum has traditionally involved activities, such as building scale models, to help students visualize the vastness of space and the relative size of the planets and their orbits. Today, numerous websites provide a wealth of information about the sun and the planets, combining text, photos, and graphics, and even interactive models. Some sites also include lesson plans and suggested classroom activities. Yet none of these resources allow for development of a lesson plan interactively, or offer tracking of student performance. Many lesson plans also have materials or space requirements that are impractical for some schools. SpaceSafari is an interactive multimedia software program for learning about the solar system that integrates information, exploration, and instruction. It employs a real-time 3D space for navigation, a module for learning about the planets, and an administrative interface for creating activities and tracking student progress. The design of the software resembles a first-person adventure game: a treasure hunt through the solar system in which the missions are created by the teacher. SpaceSafari was developed for both the formal (classroom) and informal (home) learning spaces, with a choice of input modes and display options. This integrated solution for teaching elementary Astronomy using personal computers poses an intriguing research question: "What is the impact of game mechanics, combined with an immersive, kinesthetic, 3D interface, on learning outcomes about the solar system?" (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Space Sciences; Science Teachers; Field Tests; Test Validity; Test Reliability; Construct Validity; Test Construction; Item Response Theory; Evaluation Research; Teacher Evaluation; Science Education; Teacher Competency Testing; Teacher Competencies; Knowledge Base for Teaching; Natural Sciences; Science Tests

Abstract:
Science teachers' content knowledge is an important influence on student learning, highlighting an ongoing need for programs, and assessments of those programs, designed to support teacher learning of science. Valid and reliable assessments of teacher science knowledge are needed for direct measurement of this crucial variable. This paper describes multiple sources of validity and reliability (Cronbach's alpha greater than 0.8) evidence for physical, life, and earth/space science assessments--part of the Diagnostic Teacher Assessments of Mathematics and Science (DTAMS) project. Validity was strengthened by systematic synthesis of relevant documents, extensive use of external reviewers, and field tests with 900 teachers during assessment development process. Subsequent results from 4,400 teachers, analyzed with Rasch IRT modeling techniques, offer construct and concurrent validity evidence. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Astronomy; Web Sites; Science Instruction; Scientific Research; Space Sciences; Laboratory Equipment; Scientific Concepts; Educational Technology

Abstract:
There's always something new happening in the field of Astronomy. This includes the immediate environment surrounding Earth, the Solar system and the universe. This article looks at some of the recent research astronomers have been undertaking this year. Each article has reference to a web site so teachers can find out more information or ask their students to investigate further. (Contains 3 photos.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Science Education; Space Sciences; Foreign Countries; Grouping (Instructional Purposes); Elementary School Science; Exhibits; Textbook Preparation; Astronomy; Secondary School Science; Middle School Students; Elementary School Students; National Standards

Abstract:
The overarching goal of this study is to examine what is considered most important regarding the depth, breadth and content of space science concepts as reflected in current national science education standards and science curricula in Taiwan and the US. Major findings of this study conclude that many skills and concepts articulated in the standards in both countries are similar, although the structure of the standards is not the same; most space science content is addressed more specifically for a smaller grade span in Taiwan's standards than in the US standards; and "Insights" (an elementary science curriculum in the US) exhibits greater learner self-direction but expects students to comprehend more concepts in about the same amount of time as does the Taiwanese curriculum. Differences in these two curricula could be attributed to the varied content expectations for different clusters of grade span in the science standards. While the US is developing the Next Generation Science Standards, the findings of this study shed light on students' performance expectations in science in different countries, which in turn helps direct focus to areas of science education requiring significant attention, such as science standards, curriculum, and textbook development through international benchmarking. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Instruction; Astronomy; Introductory Courses; Instructional Improvement; Scientific Concepts; Physics; College Students; Knowledge Level; Student Surveys; Classification; Data Collection; Definitions; Evidence; Space Sciences; Theories; Models; Language Usage; Context Effect; Vocabulary; Misconceptions; Sociolinguistics

Abstract:
In order to improve instruction in introductory astronomy, we are investigating students' preinstructional ideas about a number of cosmology topics. This article describes one aspect of this large research study in which 1270 students responded to a subset of three questions each from a larger set of questions about the following areas: definition of a light-year and the structure, composition, and evolution of the Universe. Within structure, we investigated students' ideas about definitions or descriptions of Solar System, Galaxy, Universe, and the relationships among them. Composition included the formation of chemical elements, dark matter, and dark energy, while evolution focused on the Big Bang Theory, age of the Universe, and how the Universe changes over time. Responses were iteratively coded for common themes. Major findings demonstrate that students commonly misidentify the light-year as a measurement of time, and that they provide incomplete definitions of common objects (Solar System, Galaxy) and the Universe itself, often conflating the terms. Generally speaking, students have little understanding of dark matter or dark energy, providing definitions that are superficial or do not answer the question. Consistent with previous research, we found students view the Big Bang as an explosion. Students' ideas about the age of the Universe range from millions to trillions of years, but some students believe the Universe to be infinitely old. For both the age of the Universe and the Big Bang Theory, students are not familiar with the scientific evidence that exists, and in some cases do not believe such evidence can exist. Finally, students' understanding of how the Universe changes over time is based largely on smaller changes of objects within it (e.g., stellar evolution) or the motions of objects (e.g., planetary orbits). These and other ideas provide fodder--both scientifically accurate and inaccurate--on which to build effective instruction. Particular attention should be paid to areas in which words that are used differently between our everyday vernacular and scientific language can create or reinforce alternative conceptions. (Contains 4 tables and 9 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Space Sciences; Radiation; Secondary School Science; Middle Schools; Earth Science; Teaching Methods; Scientific Concepts; Energy

Abstract:
Earth and space science in the middle school classroom are composed of intricately intertwined sets of conceptual systems (AAAS 1993; NRC 1996). Some systems of study, such as the water and rock cycles, are quite explicit and often found as stand-alone middle school science units. Other phenomena are not so apparent, yet they play an extremely important role when studying many crosscutting concepts associated with Earth systems. The albedo effect is a basic concept that can help students understand the connected relationships among the hydrosphere, atmosphere, lithosphere, biosphere, and cryosphere. By the end of this lesson, middle school students will gain a better understanding of the following: (1) Planet Earth intercepts solar energy from the Sun; (2) Energy from the Sun is reflected and absorbed by the Earth; (3) Places on Earth react differently when exposed to solar radiation; and (4) Albedo helps determine how energy transfers from the Sun to the Earth. (Contains 9 figures and 3 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Enrichment; Museums; Foreign Countries; Educational Objectives; Science Education; Enrichment Activities; Science Course Improvement Projects; Cultural Centers; Program Descriptions; Scientific Concepts; Physics; Space Sciences; Educational Strategies; Educational Innovation

Abstract:
Excursions to museums and science centres generally are great fun for students and teachers. The potential educational benefits beyond enjoyment, however, are rarely realised or analysed for their efficacy. The purpose of this paper is to describe four educational enrichment programs delivered at the Gravity Discovery Centre (GDC), near Gingin, Western Australia, that are informed by research in different ways. These programs are designed to maximise the educational outcomes for students, assess what they have learnt, and, at the same time, maintain the excitement and enthusiasm generated by a visit to a world class science centre. (Contains 8 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Science Education; Space Sciences; Secondary School Science; High Schools; Thinking Skills; Teaching Methods; Earth Science; Web Sites; Educational Technology; Critical Thinking; Science Curriculum

Abstract:
Scientists, and science in general, move from the unknown to increasing levels of certainty. Teaching students about science means encouraging them to embrace and investigate the unknown, make reliable scientific claims, justify those claims with evidence, and evaluate the quality of the evidence. In all areas of science--and especially in frontier science, in which claims can be disputed and changes arise with the discovery of new evidence--this level of critical thinking is key. Schools often teach "known" science. By incorporating the unknown into the curriculum, schools can engage students in scientific ways of thinking. This article describes The Concord Consortium's "High-Adventure Science" project. The project's goal is to bring frontier science into the classroom, allowing students to explore questions in Earth and space science that scientists are currently investigating. (Contains 6 figures and 1 online resource.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Secondary School Mathematics; Science Instruction; Secondary School Science; Physics; Teaching Methods; Equations (Mathematics); Space Sciences; Spreadsheets; Computer Uses in Education

Abstract:
SpaceShipTwo is a private spaceplane project which is intended for space tourism. Very few details about its construction and flight characteristics are available for the public, but with proper numerical methods some interesting results can be obtained using secondary school mathematics. An exercise about SpaceShipTwo can be used as a motivational factor in physics lessons. (Contains 4 figures.)

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Mechanics (Physics); Science Instruction; Introductory Courses; Space Sciences; Physics

Abstract:
The March 2010 issue of "The Physics Teacher" includes a great article by Metz and Stinner on the kinematics and dynamics of a space shuttle launch. Within those pages is a brief mention of an event known in the language of the National Aeronautics and Space Administration (NASA) as "maximum dynamic pressure" (called simply "Max.AirPressure" in the article), where the combined effect of air density and the shuttles speed produce the greatest aerodynamic stress on the vehicle as it ascends through the atmosphere toward orbit. Official commentary during a launch refers to this point in the ascent with language such as "space shuttle main engines throttling back as vehicle enters area of maximum dynamic pressure" and occurs in a range between 45 and 60 s after launch. (In dealing with this stress, the space shuttles main engines reduce their thrust at approximately 45 s to reduce acceleration, and return to normal levels again some 15 s later as maximum dynamic pressure is traversed.) This paper presents an analysis, accessible to introductory-level students, that predicts the time of Max. AirPressure for a given ascending spacecraft. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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