Investigating Student Ideas about Cosmology II: Composition of the Universe

Autor/inn/en	Coble, Kim; Nickerson, Melissa D.; Bailey, Janelle M.; Trouille, Laura E.; Cochran, Geraldine L.; Camarillo, Carmen T.; Cominsky, Lynn R.
Titel	Investigating Student Ideas about Cosmology II: Composition of the Universe
Quelle	In: Astronomy Education Review, 12 (2013) 1, S.010111-1 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1515
DOI	10.3847/AER2012039
Schlagwörter	Astronomy; Undergraduate Students; College Science; Science Instruction; Scientific Concepts; Concept Formation; Active Learning; Introductory Courses; Urban Universities; Minority Group Students; Mixed Methods Research; Semi Structured Interviews; Pretests Posttests; Illinois + Suchen Sie Ihr Suchwort? Astronomie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Concept learning; Begriffsbildung; Aktives Lernen; Einführungskurs
Abstract	Continuing our work from a previous study (Coble et al. 2013), we examine undergraduates' ideas on the composition of the Universe as they progress through a general education astronomy integrated lecture and laboratory course with a focus on active learning. The study was conducted over five semesters at an urban minority-serving institution. The data collected include individual interviews ("N" = 15) and course artifacts ("N" approximately 60), such as prelab surveys, and midterm and final exam questions in a variety of formats. We find that students easily obtain a superficial knowledge of the origins of the chemical elements and the existence of dark matter and dark energy, which they are generally unaware of pre-instruction. However, they are hindered in their ability to reproduce the argument for the existence of dark matter at least in part because of weaknesses in their graph-reading abilities. (Contains 28 tables, 8 figures, and 4 notes.) [See: Investigating Student Ideas about Cosmology-Part I at EJ1005872; and Part III at EJ1014061.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10