Conceptual astronomy: A novel model for teaching postsecondary science courses

Abstract

An innovative, conceptually based instructional model for teaching large undergraduate astronomy courses was designed, implemented, and evaluated in the Fall 1995 semester. This model was based on cognitive and educational theories of knowledge and, we believe, is applicable to other large postsecondary science courses. Major components were: (a) identification of the basic important concepts and their interrelationships that are necessary for connected understanding of astronomy in novice students; (b) use of these concepts and their interrelationships throughout the design, implementation, and evaluation stages of the model; (c) identification of students’ prior knowledge and misconceptions; and (d) implementation of varied instructional strategies targeted toward encouraging conceptual understanding in students (i.e., instructional concept maps, cooperative small group work, homework assignments stressing concept application, and a conceptually based student assessment system). Evaluation included the development and use of three measures of conceptual understanding and one of attitudes toward studying astronomy. Over the semester, students showed very large increases in their understanding as assessed by a conceptually based multiple-choice measure of misconceptions, a select-and-fill-in concept map measure, and a relatedness-ratings measure. Attitudes, which were slightly positive before the course, changed slightly in a less favorable direction.

Concept maps as assessment in science inquiry learning - a report of methodology

“…Concept maps have been used in the study of physics (Roth and Roychoudhury 1994;Gangosa 1996), chemistry (Stensvold and Wilson 1990;Markow and Lonning 1998), ecology and environmental education (Brody 1993;Heinze-Fry 1997), biology (Heinze-Fry and Novak 1990;Jegede, Alaiyemola and Okebukola 1990;De Groot 1993;Markham 1993;Songer and Mintzes 1993;Farrokh and Krause 1996;Coleman 1998), history (Baldissera 1993), astronomy (Zeilik, Schau, Mattern, Hall, Teague and Bisard 1997), veterinary medicine (Edmondson 1995), engineering (Moreira and Greca 1996), literature (Leahy 1989;Moreira 1996), geology (González Concept Maps as Assessment . .…”

Contextual assessment in science education: Background, issues, and policy

“…Zeilik and colleagues report on a large-scale effort to reform astronomy instruction in which concept maps play a role in both instruction and assessment (Zeilik, Bisard, & Lee, 2002;Zeilik et al, 1997). The basis of their instructional model is the principle that "knowledge must be organized and interconnected in learners' cognitive structures to be accessible from long-term memory and so useful for problem-solving" (Zeilik et al, 1997, p. 988).…”

“…The results consistently indicate a large improvement in conceptual understanding (i.e., a large decrease in misconceptions) as indicated by both multiple-choice and concept map tests. To understand the significance of the result, the reader should know that courses taught in the usual didactic lecture style normally show an improvement score of approximately 0 (Zeilik et al, 1997). The type of concept map used was influenced by the fact that the course had an enrollment of at least 130 students in the smallest class so that free-form concept maps were considered too labor intensive to mark.…”

Tool Use of Experienced Learners in Computer-Based Learning Environments: Can Tools Be Beneficial?

“…Low-directed concept maps allow learners to decide which, how, and how many concepts they will include in their maps. High-directed concept maps have been often addressed as semi-structured concept maps (Afamasaga-Fuata'i & McPhan, 2009;Rodriguez, 2006;Zeilik et al, 1997). Zeilik et al (1997) have made extensive use of semi-structure concept maps with undergraduate students, which had positive effects on learning.…”

“…High-directed concept maps have been often addressed as semi-structured concept maps (Afamasaga-Fuata'i & McPhan, 2009;Rodriguez, 2006;Zeilik et al, 1997). Zeilik et al (1997) have made extensive use of semi-structure concept maps with undergraduate students, which had positive effects on learning. This type of concept maps are similar to multiple-choice tests, with the difference that semi-structured concept maps measure connected and hierarchical understanding (Rodriguez, 2006).…”