Astronomy in the <i>National Science Education Standards</i>

Adams, Jeffrey P.; Slater, Timothy F.

doi:10.5408/1089-9995-48.1.39

Cited by 42 publications

(27 citation statements)

References 24 publications

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“…Because changes over time in natural processes should be addressed through a variety of contexts, the formation and evolution of stars, and their contribution to the evolution of the Universe as a whole, is a topic that supports this aspect of the NSES. Adams and Slater (2000) list 11 NSES content strands where astronomy is either explicitly or implicitly addressed. In the earth science content standards, the history of Earth (grades [5][6][7][8] and formation of our solar system (including our star, the Sun; grades 9-12) are both recommended for study.…”

Section: Motivation For the Projectmentioning

confidence: 99%

Development of a Concept Inventory to Assess Students’ Understanding and Reasoning Difficulties about the Properties and Formation of Stars

Bailey¹

2007

Astronomy Education Review

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Section: Motivation For the Projectmentioning

confidence: 99%

Development of a Concept Inventory to Assess Students’ Understanding and Reasoning Difficulties about the Properties and Formation of Stars

Bailey¹

2007

Astronomy Education Review

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“…Having a structure that can be used effectively in science education when it is considered from the point of view of disciplines, planetariums help to present an effective and fun learning environment to students by attracting their attention (Adams & Slater, 2000;Ertaş & Şen, 2011;Fisher, 1997;Plummer, 2009). …”

Section: Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimentioning

confidence: 99%

Investigation of the Preservice Science Teachers’ Astronomy Conceptions via Planetarium Trip

Özcan¹,

Yılmaz²

2018

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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-Today's educational and teaching activities comprise of the planned learning environments, including the informal learning environments and the field trips planned to be made to these environments (planetarium, museum, zoo, etc.), continuing for the whole life in a manner using all the available resources. In such activities, the teachers play a key role. The objective of the study within this context is to reveal the definitions and knowledge levels of the preservice science teachers (PSTs), including their opinions on planetarium and the contribution to science and astronomy education with preliminary and final tests with regards to the trip made to the planetarium, which is accepted to be as an environment for informal learning environments. The preliminary test of the study, where the phenomenological pattern was used as one of the qualitative research methods was fulfilled with 29 preservice science teachers (24 female, 5 male), while the final test process was fulfilled with 44 preservice science teachers (33 female, 11 male). The Planetarium Trip Survey Form (PTSF), developed by the researchers and comprising of open-ended questions was used as the preliminary-final tests. At the end of the research, positive changes were observed on the concepts of planetarium trip and the astronomy for the preservice science teachers, as well as providing suggestions for the respective research and the researchers, who plan to carry out similar studies.

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“…Perhaps this is due to astronomy education researchers themselves having more interest in conducting limited and more focused reviews that serve their interests. For example, Adams and Slater (2000) published a highly constrained, but in-depth, review only considering what was known from astronomy education research only on those few topics listed in the United States' National Science Education Standards which would not normally be categorized as a comprehensive literature review. More likely, we attribute the lack of all-encompassing and synthetic reviews to the fact that librarians and the Internet have only recently made the task of finding work across the field significantly easier than it was in previous decades, although the increased access still does not extend to pre-digital works, works published in other nations, or works behind paywalls.…”

Section: Background and Contextmentioning

confidence: 99%

iSTAR First Light: Characterizing Astronomy Education Research Dissertations In The iSTAR Database

Slater¹,

Tatge

Bretones

et al. 2016

JAESE

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There is widespread interest among discipline-based science education researchers toKeywords: Astronomy Education Research; Science Education Literature Review rogress in astronomy education research-heretofore referred to simply as AER-requires that we first understand the scope of what is known about teaching and learning astronomy content across diverse settings, and what is not. Unfortunately, AER is a broad scientific discipline in which the existing landscape is particularly difficult to comprehensively grasp. Unlike the field of traditional astronomy in which research is conducted nearly exclusively by individuals who hold the exclusive identities of "professional astronomers," AER is conducted by individuals representing a wide variety of academic settings and affiliations, including professional astronomers, astronomy education researchers, planetarium operators, cognitive scientists, psychologists, anthropologists, science educators, science education researchers, teacher educators, policy makers, museum educators, curriculum developers, outreach enthusiasts, and publishers (Slater, Slater, Heyer, & Bailey, 2015). These individuals most often present findings in research journals tightly related to their own professional fields, hindering knowledge transfer amongst communities of researchers and practitioners. Absent the ability to accurately describe the existing research landscape we often swirl in the vortex of our preconceptions, stymied in our efforts because we do not have a grasp on what we do and do not know, about the ways that humans currently and might possibly come to learn astronomical concepts.Isolation caused by disciplinary silos is magnified by other factors that drive AER toward domination by a few voices, from a few research settings, using a limited set of theoretical frameworks and methodologies. Works published as dissertations and thesis, in the pre-digital era, from lesser known journals coming from non-Western countries, or that are hidden behind paywalls are disadvantaged in their ability to influence the AER research agenda. Researchers from smaller institutions and from developing nations experience the greatest barriers to access these community resources

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Astronomy in the National Science Education Standards

Cited by 42 publications

References 24 publications

Development of a Concept Inventory to Assess Students’ Understanding and Reasoning Difficulties about the Properties and Formation of Stars

Development of a Concept Inventory to Assess Students’ Understanding and Reasoning Difficulties about the Properties and Formation of Stars

Investigation of the Preservice Science Teachers’ Astronomy Conceptions via Planetarium Trip

iSTAR First Light: Characterizing Astronomy Education Research Dissertations In The iSTAR Database

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