A Brief Overview of Robotic Telescopes, Student Research and Education Research in the English Literature

Fitzgerald, Michael T.; Cutts, Ross; Salimpour, Saeed; Slater, Stephanie J.

doi:10.32374/rtsre.2017.001

Cited by 3 publications

(3 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is very difficult to estimate what percentage of the total real AER literature has been catalogued, especially as new articles and volumes are discovered fortuitously on a weekly basis. It can safely be claimed, though, that for the major publication locations for AER in the English Language, using a similar rationale to that outlined in Fitzgerald et al (2018), it is largely complete and approximates a total population sample.…”

Section: Resultsmentioning

confidence: 99%

A Glass Ceiling in AER?: A preliminary glimpse at the distribution of authors by gender in the iSTAR (istardb.org) database

Salimpour¹,

Fitzgerald

2019

RTSRE Proceedings

Self Cite

View full text Add to dashboard Cite

In this article, we briefly summarise what information we have available about the distribution of authors by gender of articles contained within the international STudies of Astronomy education Research database (istardb.org). These articles represent a nearly, but not totally, complete population sample of published Astronomy Education Research. There are some indications, although lacking statistical power to decide if it is a true effect, that the top ten authors, first authors and authors by h-index have seen a slight increase in the proportion of women in the last 5 years compared to the all-time levels. Women have also submitted the majority of AER dissertations in the last 5 (∼ 56%) and 10 (∼ 52%) years compared to all time (∼ 41%).

show abstract

Section: Resultsmentioning

confidence: 99%

A Glass Ceiling in AER?: A preliminary glimpse at the distribution of authors by gender in the iSTAR (istardb.org) database

Salimpour¹,

Fitzgerald

2019

RTSRE Proceedings

Self Cite

View full text Add to dashboard Cite

show abstract

“…Likewise, in astronomy, students can collect and analyze data from robotic or remote telescopes, such as the Global Telescope Network (http:// gtn.sonoma.edu), the Faulkes Telescope Project (www .faulkes-telescope.com), or the MicroObservatory Network (https://mo-www.cfa.harvard.edu/MicroObserva tory). (For an overview of use and a partial summary of research on learning from telescope data, see Fitzgerald et al, 2018. ) Geoscience educators often promote active learning by infusing learning experiences with data (e.g., from satellites, radiosondes, ocean sensors, and seismic monitors) that engage students in flexible problem solving and building knowledge through authentic tasks.…”

Section: Relationships and Strategies Within The Ecosystemmentioning

confidence: 99%

The Curious Construct of Active Learning

Lombardi

Shipley

Team³

2021

Psychol Sci Public Interest

205

View full text Add to dashboard Cite

The construct of active learning permeates undergraduate education in science, technology, engineering, and mathematics (STEM), but despite its prevalence, the construct means different things to different people, groups, and STEM domains. To better understand active learning, we constructed this review through an innovative interdisciplinary collaboration involving research teams from psychology and discipline-based education research (DBER). Our collaboration examined active learning from two different perspectives (i.e., psychology and DBER) and surveyed the current landscape of undergraduate STEM instructional practices related to the modes of active learning and traditional lecture. On that basis, we concluded that active learning—which is commonly used to communicate an alternative to lecture and does serve a purpose in higher education classroom practice—is an umbrella term that is not particularly useful in advancing research on learning. To clarify, we synthesized a working definition of active learning that operates within an elaborative framework, which we call the construction-of-understanding ecosystem. A cornerstone of this framework is that undergraduate learners should be active agents during instruction and that the social construction of meaning plays an important role for many learners, above and beyond their individual cognitive construction of knowledge. Our proposed framework offers a coherent and actionable concept of active learning with the aim of advancing future research and practice in undergraduate STEM education.

show abstract

“…In light of the global push to get students engaged in science and technology, many aspects of astronomy have become popular and introduced in school curricula for decades (Lelliott & Rollnick 2010), leveraging the many examples in astrophysics with direct links to Physics, Chemistry, Mathematics and even Biology (Salimpour In this context, there has been an significant growth in the number robotic telescopes with observing time fully or partially devoted to educational purposes and friendly user interface to ease the remote control by school students (Gomez & Fitzgerald 2017). This has allowed school teachers to easily implement inquiry-based learning approaches and students to have authentic science experiences, start international collaborations and even make discoveries and publish the results (Salimpour et al 2018;Fitzgerald et al 2018).…”

Section: Introductionmentioning

confidence: 99%

Secondary School Students observe Venus with NASA Infrared Telescope Facility (IRTF)

Peralta

Prieto²,

Orozco-Sáenz³

et al. 2023

Res. Notes AAS

View full text Add to dashboard Cite

Astronomy and astrophysics are regarded as highly motivating topics for students in primary and secondary schools, and they have been a recurrent and effective resource to inspire passion about science. In fact, during the last years we have witnessed a boost of facilities providing small robotic telescopes for teachers and students to remotely undertake their own observing projects. A step forward is presented here, where we describe the experience of secondary school students attending professional observations of Venus at NASA’s Infrared Telescope Facility and, in a second observing run, conducting the observations by themselves. In addition to quickly mastering the basic operation of the control software for the SpeX instrument, the students successfully performed different types of data acquisition, including drift scan imaging.

show abstract

A Brief Overview of Robotic Telescopes, Student Research and Education Research in the English Literature

Cited by 3 publications

References 25 publications

A Glass Ceiling in AER?: A preliminary glimpse at the distribution of authors by gender in the iSTAR (istardb.org) database

A Glass Ceiling in AER?: A preliminary glimpse at the distribution of authors by gender in the iSTAR (istardb.org) database

The Curious Construct of Active Learning

Secondary School Students observe Venus with NASA Infrared Telescope Facility (IRTF)

Contact Info

Product

Resources

About