Effectiveness of Collaborative Ranking Tasks on Student Understanding of Key Astronomy Concepts

Abstract

This research concerns the development and assessment of a program of introductory astronomy conceptual exercises called ranking tasks. These exercises were designed based on results from science education research, learning theory, and classroom pilot studies. The investigation involved a single-group repeated measures experiment across eight key introductory astronomy topics with 253 students at the University of Arizona. Student understanding of these astronomy topics was assessed before and after traditional instruction in an introductory astronomy course. Collaborative ranking tasks were introduced after traditional instruction on each topic, and student understanding was evaluated again. Results showed that average scores on multiple-choice tests across the eight astronomy topics increased from 32% before instruction, to 61% after traditional instruction, to 77% after the ranking-task exercises. A Likert scale attitude survey found that 83% of the students participating in the 16-week study thought that the rankingtask exercises helped their understanding of core astronomy concepts. Based on these results, we assert that supplementing traditional lecture-based instruction with collaborative ranking-task exercises can significantly improve student understanding of core astronomy topics.

Comparison of performance on multiple-choice questions and open-ended questions in an introductory astronomy laboratory

“…Several studies have shown that students' abilities to perform well on multiple-choice questions have no significant relationship with their ability to perform well on essay tests [1][2][3]. Furthermore, in the discipline of astronomy education research, two studies revealed that when students were asked to provide explanations of the reasoning behind their multiple-choice responses, the majority of students provided insufficient evidence to match their correct multiple-choice response before and after instructional interventions [4,5]. A similar science education study comparing responses by Lee, Liu, and Linn showed that results from open-ended responses were more useful in determining the range and impact of an instructional intervention [6].…”

“…In our study, we used similar methods of comparing multiple-choice and open-ended responses as these studies. We focused on the content area of celestial motions, investigating both similar and different concepts than those previously studied [4]. Unlike any of the other studies mentioned here, we also measured student performance at the end of the semester, in addition to before and after instruction.…”

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

“…Both studies illustrate that the development of research-based materials, implemented in a learner-centered classroom, can have a positive effect on student understanding of astronomy topics. The Ranking Tasks study, in particular, showed that these materials can be made such that initially low-achieving students can in the end score as high as initially high-achieving students post-instruction, and that these materials and assessments do not necessarily show the gender bias that has been observed in so many other materials (Hudgins, 2005).…”

“…If physics education research has been able to show that interactive engagement Similarly, Hudgins (2005) showed that regular use of Ranking Tasks in an ASTRO 101 course helped students to make significant learning gains beyond what was reached after lecture. Both studies illustrate that the development of research-based materials, implemented in a learner-centered classroom, can have a positive effect on student understanding of astronomy topics.…”

Exploring the reasons for the seasons using Google Earth, 3D models, and plots

“…However, planetarium projections should be offered in addition to, not in place of, student-centered active inquiry using personal computers during laboratory classes. Hudgins et al (2006) and Ashcraft and Courson (2003) found significant improvement in preservice teacher scores linked to inquiry-based lab activities.…”