The user has requested enhancement of the downloaded file. All in-text references underlined in b... more The user has requested enhancement of the downloaded file. All in-text references underlined in blue are added to the original document and are linked to publications on ResearchGate, letting you access and read them immediately.
Internationally much attention is being paid to which of a seemingly endless list of scientific c... more Internationally much attention is being paid to which of a seemingly endless list of scientific concepts should be taught to schoolchildren to enable them to best participate in the global economy of the 21st Century. In regards to science education, the concepts framing the subject of geology holds exalted status as core scientific principles in the Earth and space sciences domain across the globe. Economic geology plays a critical role in the global economy, historical geology guides research into predictions related by global climate change, and environmental geology helps policy makers understand the impact of human enterprises on the land, among many other geological sciences-laden domains. Such a situation begs the question of which geology concepts are being advocated in schools. Within the U.S. where there is no nationally adopted curriculum, careful comparative analysis reveals surprisingly little consensus among policy makers and education reform advocates about which geology concepts, if any, should be included in the curriculum. This lack of consensus manifests itself in few traditional or modern geology concepts being taught to U.S. school children.
This proposal is for the monthly WFPC2 decons. Also included are instrument monitors tied to deco... more This proposal is for the monthly WFPC2 decons. Also included are instrument monitors tied to decons: photometric stability check, focus monitor, pre- and post-decon internals {bias, intflats, kspots, & darks}, UV throughput check, VISFLAT sweep, and internal UV flat check.
Building a scale model of the Orion constellation provides spatial perspective for students study... more Building a scale model of the Orion constellation provides spatial perspective for students studying astronomy. For this activity, students read a passage from literature that refers to stars being strange when seen from a different point of view. From a data set of the seven major stars of Orion they construct a 3-D distance scale model. This involves the subject areas of astronomy, mathematics, literature and art, as well as the skill areas of perspective, relative distances, line-of-sight, and basic algebra. This model will appear from one side exactly the way we see it from Earth. But when looking at it from any other angle the familiar constellation will look very alien. Students are encouraged to come up with their own names and stories to go with these new constellations. This activity has been used for K-12 teacher professional development classes, and would be most suitable for grades 6-12.
The astronomy education community has tacitly assumed that learning astronomy is a conceptual dom... more The astronomy education community has tacitly assumed that learning astronomy is a conceptual domain resting upon spatial thinking skills. As a first step to formally identify an empirical relationship, undergraduate students in a non-major introductory astronomy survey class at a medium-sized, Ph.D. granting, mid-western US university were given pre- and post-astronomy conceptual diagnostics and spatial reasoning diagnostics, Instruments used were the “Test Of Astronomy Standards” and “What Do You Know?” Using only fully matched data for analysis, our sample consisted of 86 undergraduate non-science majors. Students’ normalized gains for astronomy surveys were low at .26 and .13 respectively. Students’ spatial thinking was measured using an instrument designed specifically for this study. Correlations between the astronomy instruments’ pre- to post-course gain scores and the spatial assessment instrument show moderate to strong relationships suggesting the relationship between spat...
We tacitly assume that space science is a conceptual domain deeply entrenched in three dimensions... more We tacitly assume that space science is a conceptual domain deeply entrenched in three dimensions and that learners need to utilize spatial thinking to develop understanding of the field. In particular, cognitive science generally views students' spatial thinking abilities as something that can be enhanced through purposeful instruction, whereas aptitude and ability to learn complex ideas might be immutable. Yet, precise investigations into the underlying relationship between students' spatial reasoning ability and their ability to learn space science content in K-12 and college science classes have yet to reveal insight into how students cognitively engage in learning space science. In response, researchers at the CAPER Center for Astronomy and Physics Education Research describe preliminary data describing a first-steps correlational study of 170 non-science majoring undergraduate students. Using a single group, multiple-measures, longitudinal study design, students' c...
We tacitly assume that astronomy is a conceptual domain deeply entrenched in three dimensions and... more We tacitly assume that astronomy is a conceptual domain deeply entrenched in three dimensions and that learners need to utilize spatial thinking to develop understanding of the field. In particular, cognitive science generally views students’ spatial thinking abilities as something that can be enhanced through purposeful instruction, whereas aptitude and ability to learn complex ideas might be immutable. Yet, precise investigations into the underlying relationship between students’ spatial reasoning ability and their ability to learn astronomy content in college science classes are beginning to reveal insight into how students cognitively engage in learning astronomy. In support, researchers at the CAPER Center for Astronomy and Physics Education Research conducted a first-steps correlational study of 148 non-science majoring undergraduate students. Using a single group, multiple-measures, longitudinal study design, students’ cognition was measured for pretest and posttest gains in ...
We report on the stability of WFPC2 with special attention to any potential changes due to SM3A a... more We report on the stability of WFPC2 with special attention to any potential changes due to SM3A as determined from internal calibration observations. Over the course of the period Nov. 1999 to Jan. 2000, there were no significant changes in the gain 7 or 15 read noise. The data from the dark images are consistent with an increase of a
The user has requested enhancement of the downloaded file. All in-text references underlined in b... more The user has requested enhancement of the downloaded file. All in-text references underlined in blue are added to the original document and are linked to publications on ResearchGate, letting you access and read them immediately.
Internationally much attention is being paid to which of a seemingly endless list of scientific c... more Internationally much attention is being paid to which of a seemingly endless list of scientific concepts should be taught to schoolchildren to enable them to best participate in the global economy of the 21st Century. In regards to science education, the concepts framing the subject of geology holds exalted status as core scientific principles in the Earth and space sciences domain across the globe. Economic geology plays a critical role in the global economy, historical geology guides research into predictions related by global climate change, and environmental geology helps policy makers understand the impact of human enterprises on the land, among many other geological sciences-laden domains. Such a situation begs the question of which geology concepts are being advocated in schools. Within the U.S. where there is no nationally adopted curriculum, careful comparative analysis reveals surprisingly little consensus among policy makers and education reform advocates about which geology concepts, if any, should be included in the curriculum. This lack of consensus manifests itself in few traditional or modern geology concepts being taught to U.S. school children.
This proposal is for the monthly WFPC2 decons. Also included are instrument monitors tied to deco... more This proposal is for the monthly WFPC2 decons. Also included are instrument monitors tied to decons: photometric stability check, focus monitor, pre- and post-decon internals {bias, intflats, kspots, & darks}, UV throughput check, VISFLAT sweep, and internal UV flat check.
Building a scale model of the Orion constellation provides spatial perspective for students study... more Building a scale model of the Orion constellation provides spatial perspective for students studying astronomy. For this activity, students read a passage from literature that refers to stars being strange when seen from a different point of view. From a data set of the seven major stars of Orion they construct a 3-D distance scale model. This involves the subject areas of astronomy, mathematics, literature and art, as well as the skill areas of perspective, relative distances, line-of-sight, and basic algebra. This model will appear from one side exactly the way we see it from Earth. But when looking at it from any other angle the familiar constellation will look very alien. Students are encouraged to come up with their own names and stories to go with these new constellations. This activity has been used for K-12 teacher professional development classes, and would be most suitable for grades 6-12.
The astronomy education community has tacitly assumed that learning astronomy is a conceptual dom... more The astronomy education community has tacitly assumed that learning astronomy is a conceptual domain resting upon spatial thinking skills. As a first step to formally identify an empirical relationship, undergraduate students in a non-major introductory astronomy survey class at a medium-sized, Ph.D. granting, mid-western US university were given pre- and post-astronomy conceptual diagnostics and spatial reasoning diagnostics, Instruments used were the “Test Of Astronomy Standards” and “What Do You Know?” Using only fully matched data for analysis, our sample consisted of 86 undergraduate non-science majors. Students’ normalized gains for astronomy surveys were low at .26 and .13 respectively. Students’ spatial thinking was measured using an instrument designed specifically for this study. Correlations between the astronomy instruments’ pre- to post-course gain scores and the spatial assessment instrument show moderate to strong relationships suggesting the relationship between spat...
We tacitly assume that space science is a conceptual domain deeply entrenched in three dimensions... more We tacitly assume that space science is a conceptual domain deeply entrenched in three dimensions and that learners need to utilize spatial thinking to develop understanding of the field. In particular, cognitive science generally views students' spatial thinking abilities as something that can be enhanced through purposeful instruction, whereas aptitude and ability to learn complex ideas might be immutable. Yet, precise investigations into the underlying relationship between students' spatial reasoning ability and their ability to learn space science content in K-12 and college science classes have yet to reveal insight into how students cognitively engage in learning space science. In response, researchers at the CAPER Center for Astronomy and Physics Education Research describe preliminary data describing a first-steps correlational study of 170 non-science majoring undergraduate students. Using a single group, multiple-measures, longitudinal study design, students' c...
We tacitly assume that astronomy is a conceptual domain deeply entrenched in three dimensions and... more We tacitly assume that astronomy is a conceptual domain deeply entrenched in three dimensions and that learners need to utilize spatial thinking to develop understanding of the field. In particular, cognitive science generally views students’ spatial thinking abilities as something that can be enhanced through purposeful instruction, whereas aptitude and ability to learn complex ideas might be immutable. Yet, precise investigations into the underlying relationship between students’ spatial reasoning ability and their ability to learn astronomy content in college science classes are beginning to reveal insight into how students cognitively engage in learning astronomy. In support, researchers at the CAPER Center for Astronomy and Physics Education Research conducted a first-steps correlational study of 148 non-science majoring undergraduate students. Using a single group, multiple-measures, longitudinal study design, students’ cognition was measured for pretest and posttest gains in ...
We report on the stability of WFPC2 with special attention to any potential changes due to SM3A a... more We report on the stability of WFPC2 with special attention to any potential changes due to SM3A as determined from internal calibration observations. Over the course of the period Nov. 1999 to Jan. 2000, there were no significant changes in the gain 7 or 15 read noise. The data from the dark images are consistent with an increase of a
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