Disciplinary discernment: Reading the sky in astronomy education

Eriksson, Urban

doi:10.1103/physrevphyseducres.15.010133

Cited by 21 publications

(15 citation statements)

References 100 publications

(175 reference statements)

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“…These involve highly complex cognitive activities [30] : to understand astronomical phenomena, one needs the ability to imagine objects from different perspectives and to track the motion of objects in multidimensional space [31]. One of the difficulties students have to deal with in astronomy lessons is that astronomical concepts are presented using a multitude of different disciplinary specific resources, including different representations, tools and activities [32]. Many of these discipline specific representations are one or two dimensional (e.g., maps, diagrams, graphs, etc.)…”

Section: A Students' Difficulties In Learning Basic Astronomical Conmentioning

confidence: 99%

Design and validation of an instrument to test students’ understanding of the apparent motion of the Sun and stars

Bekaert

Winckel

Dooren

et al. 2020

Phys. Rev. Phys. Educ. Res.

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YOllllg children, students, and adults may have altemative ideas about the motion ofthe Sllll and stars as we observe them in the sky. However, a good llllderstanding ofthis apparent motion is essential as a starting point to study more advanced astronomical concepts, especially when these include astronomical observations. In this paper, we describe the development and validation of the apparent motion of Sllll and stars (AMoSS) test, which can measure to what extent students have insight into the apparent motion of the Sun and stars. We propose a framework that allows one to compare students' understanding of the specific aspects of these apparent motions in relation to the time of the day, time of the year, and the observer's latitude. For each of these aspects, we designed test items for both the Sllll and the symmetric apparent motion aspect of the stars. The reliability and validity of the test are established by analyzing answers of both secondary school and university students and by presenting the questions to a panel of experts. We report on the design and validation process and present the fmal version of the test.

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Section: A Students' Difficulties In Learning Basic Astronomical Conmentioning

confidence: 99%

Design and validation of an instrument to test students’ understanding of the apparent motion of the Sun and stars

Bekaert

Winckel

Dooren

et al. 2020

Phys. Rev. Phys. Educ. Res.

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“…Learning about the mental manipulation of 3D images is an important step in the process of science education in both astronomy (Eriksson et al, 2014) and geology (Carneiro et al, 2018). 3D modeling skills can form the basis of a framework for teaching astronomy and related topics in a manner that enables non-experts to use and understand the same visual and conceptual assets as professional astronomers (Eriksson, 2019). Multidimensional models are also useful as teaching tools in geophysics to share the textures and geological arrangement of surfaces including sedimentary basins with students and the public (Carneiro et al, 2018).…”

Section: D Visualizations and Related Outputsmentioning

confidence: 99%

Holding the Cosmos in Your Hand: Developing 3D Modeling and Printing Pipelines for Communications and Research

Arcand¹,

Price

Watzke

2020

Front. Earth Sci.

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Three-dimensional (3D) visualization has opened up a universe of possible scientific data representations. 3D printing has the potential to make seemingly abstract and esoteric data sets accessible, particularly through the lens of translating data into forms that can be explored in the tactile modality for people who are blind or visually impaired. This article will briefly review 3D modeling in astrophysics, astronomy, and planetary science, before discussing 3D printed astrophysical and planetary geophysical data sets and their current and potential applications with non-expert audiences. The article will also explore the prospective pipeline and benefits of other 3D data outputs in accessible scientific research and communications, including extended reality and data sonification. Author Contributions KA, as the principal investigator, provided the main points, literature references and scientific topics, as well as technical writings for the article. SP, as second author and research assistant, formatted the outline and citations, organized the literature review, and provided summative text on specific subsections. MW, as third author, provided detailed editing and drafting, gave input on overall organization, and wrote summary texts as needed.

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“…Büyük bölümü soyut, çok sayıda kavramı içerisinde barındıran astronomi konuları, öğretmenlerin de öğrencilere açıklamakta zorlandıkları konular arasındadır (Aktamış ve Arıcı, 2013;Tanik Önal ve Önal, 2021;Taşcan ve Ünal, 2020). Çünkü bu kavramlar doğrudan gözlemlenmesi sınırlı olmasına rağmen öğrenenlerin üç boyutlu düşünmelerini gerektirmektedir (Eriksson, 2019;Türk ve Kalkan, 2017). Öğrenmelerin kalıcı ve anlamlı şekilde gerçekleşmesi için aktif bir öğrenme süreci yürütülmesi önemlidir (Ezberci Çevik, Bozdemir Yüzbaşıoğlu, Candan Helvacı ve Kurnaz, 2020).…”

Section: Introductionunclassified

“…Öğrenmelerin kalıcı ve anlamlı şekilde gerçekleşmesi için aktif bir öğrenme süreci yürütülmesi önemlidir (Ezberci Çevik, Bozdemir Yüzbaşıoğlu, Candan Helvacı ve Kurnaz, 2020). Bu sebeple astronomi öğrenmek keyifli ve bir o kadar da zorlayıcı olabilen bir süreçtir (Eriksson, 2019).…”

Section: Introductionunclassified

“…Sanal öğrenme ortamları astronomi kavramlarının anlamlandırılması ve öğreniminin kolaylaştırılmasında faydalanılan bu teknolojilerden birisidir (Tian, Endo, Urata, Mouri ve Yasuda, 2014). Evrende yer alan nesnelerin ve aralarındaki ilişkilerin iki boyutta anlaşılması oldukça zordur (Eriksson, 2019). Öğrenenlerin astronomi kavramlarını anlamlandırabilmeleri için üç boyutlu düşünebilmeleri gerekir (Ridlo ve ark., 2021).…”

Section: Introductionunclassified

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Astronomi Öğrenme Ortamlarını Zenginleştirmeye Yönelik Bir Uygulama: Star Walk 2

ŞAHİN¹,

Güler²

2021

Öğretim Teknolojisi Ve Hayat Boyu Öğrenme Dergisi - Instructional Technology and Lifelong Learning

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In recent years, the science of astronomy has gone beyond the lessons covered in schools and become a learning domain that people promote with new experiences in line with their individual curiosity, which has paved the way for astronomy learning methods to diversify and attract attention with the contribution of technology. Augmented Reality (AR) applications, which have been encountered in many fields including education in recent years, are also actively used in the astronomy learning process. Star Walk 2 is one of these AR applications, which enables individuals to acquire real-time images and information flow while observing the sky, and includes features to promote astronomy learning for individuals of all ages. There are some elements with significant effects on individuals in preferring these applications, and these are language preferences, user-friendliness and accessibility. Star Walk 2 application can meet users' needs in terms of accessibility and user-friendliness. However, it lacks a detailed guide and language options in Turkish. This situation is likely to prevent users, whose primary language preference is Turkish, from making effective use of the application. In this context, the purpose of this study is to provide a detailed Turkish guide on the use of Star Walk 2 application for students, teachers and other individual learners. Within the scope of the study, the researchers have used all the features of the application and analyzed the observations enabled. They have prepared a detailed guide by examining the paid and free versions of the application separately. With the visual-aided guide prepared, it is aimed to enable users' effective use of the application features and to facilitate their astronomy learning process. In addition, it is envisaged to provide Turkish user guide support to users who cannot use the application due to language options. It is believed that the guide and observation details about the application presented in the study will be a useful resource for both students and teachers, and individual users.

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Disciplinary discernment: Reading the sky in astronomy education

Cited by 21 publications

References 100 publications

Design and validation of an instrument to test students’ understanding of the apparent motion of the Sun and stars

Design and validation of an instrument to test students’ understanding of the apparent motion of the Sun and stars

Holding the Cosmos in Your Hand: Developing 3D Modeling and Printing Pipelines for Communications and Research

Astronomi Öğrenme Ortamlarını Zenginleştirmeye Yönelik Bir Uygulama: Star Walk 2

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