Development of the Astronomy Diagnostic Test

Hufnagel, B.

doi:10.3847/aer2001004

Cited by 81 publications

(47 citation statements)

References 5 publications

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“…Although not all topics included in the Introductory Astronomy Survey (CAER, 1999;Hufnagel, 2002) were covered in the workshops, it was used as the pre/post instrument. It includes 21 content items and one rating of self-confidence.…”

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confidence: 99%

Using Videoconferencing for Elementary/Secondary Teacher Professional Development

Hemenway

Wetzel²,

Rood³

et al. 2009

Proc. IAU

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Abstract. Working within a large geographic area, McDonald Observatory lacks the resources to send staff to present professional development workshops to teachers -and only limited numbers of teachers have the resources to attend workshops at our observatory. Our solution is the development of a new program to bring the workshop to teachers in their own communities through videoconferencing. Each workshop location has a co-facilitator who prepared for his/her duties through an orientation/training session held at McDonald Observatory. At the observatory, they experienced a variety of activities and selected the ones most suitable for the grade-levels of the teachers in their region; they recruit the teachers for the local workshop. Each videoconference session includes pre/post assessment of the participants, an interactive videoconference with an expert presenter, and assistance from the co-facilitator who manages the materials and assists with the activities. Through use of this technology, we expect to reach 500 teachers. An independent evaluator is preparing formative and summative evaluation for the project.

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confidence: 99%

Using Videoconferencing for Elementary/Secondary Teacher Professional Development

Hemenway

Wetzel²,

Rood³

et al. 2009

Proc. IAU

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“…Deming (2002) provided more details about the use of the ADT 2.0 that were lacking in previous studies that used the ADT 2.0, such as Hufnagel et al (2000) and Hufnagel (2002). The ADT 2.0 National Project was conducted in order to address reliability and validity of the instrument.…”

Section: Instrument Developmentmentioning

confidence: 99%

“…Time will tell if this will be a true paradigm shift in the assessment of lunar phase education, or if it will be simply an addition to established quantitative assessment tools that were already in use. Hufnagel et al (2000) and Hufnagel (2002) describe the development of the Astronomy Diagnostic Test 2.0 (ADT 2.0). Hufnagel et al (2000) provides much more details into the development of the ADT 2.0 but Hufnagel (2002) provides more insight into the evolution of individual questions from version 1.0 to version 2.0 and Hufnagel (2002) was written when more data was available.…”

Section: Instrument Developmentmentioning

confidence: 99%

“…Hufnagel et al (2000) and Hufnagel (2002) describe the development of the Astronomy Diagnostic Test 2.0 (ADT 2.0). Hufnagel et al (2000) provides much more details into the development of the ADT 2.0 but Hufnagel (2002) provides more insight into the evolution of individual questions from version 1.0 to version 2.0 and Hufnagel (2002) was written when more data was available. The cornerstone of the development of this instrument was the assumption that "…student learning during an introductory astronomy course is closely linked to prior knowledge and beliefs about the universe…" (Hufnagel, 2002, p. 47).…”

Section: Instrument Developmentmentioning

confidence: 99%

“…The use of the Abridged-LPCI could therefore broaden the demographics of previous studies. The Abridged-LPCI can be alongside the Astronomy Diagnostic Test (ADT) as described in Hufnagel et al (2000) and Hufnagel (2002), Zeilik and Morris (2003), and Deming (2002) which was also developed for use with college students. The LPCI as well as the Abridged-LPCI are measuring similar space science topics as the ADT.…”

Section: Instruments For Future Studiesmentioning

confidence: 99%

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Simulating Science: Using a Computer to Facilitate Conceptual Change for Moon Phases

Alexander¹

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The teaching of lunar phases to pre-service elementary teachers is important since lunar phases and the relationship of the earth-moon-sun system are specifically stated in the national science education reform documents. Moreover, Benchmarks for Science Literacy (Benchmarks) (American Association for the Advancement of Science, 1993), National Science Education Content Standards (NSES) (National Research Council, 1996), as well as Next Generation Science Standards (NGSS) (National Research Council, 2013) give specific recommendations for making use of physical models to help students understand the geometry of the sun-earth-moon system that is critical for understanding phases of the moon. Each of these documents view concepts of lunar phases as foundational for understanding the sun-earth-moon system. Additionally, these national reform documents have been modified by many states to serve as a basis for their state science education standards.Pre-service elementary teachers' conceptions of shape, sequence, and scientific understanding of the cause of moon phases improve both statistically and substantively after inquiry-based, conceptual change instructional intervention based on a computer simulation. More specifically, planetarium software was found useful to facilitate a constructivist approach to science education where the students constructed their own understanding of lunar phases by the use of this inquiry-based, conceptual change approach. Gains in conceptual understanding were measured by a semi-structured interview protocol as well as the LPCI and an Abridged-LPCI that is a version of the LPCI that includes only the questions that align directly with the interview protocol.The Abridged-LPCI results correlate better than the LPCI with the semi-structured interview protocol. Although there were statistically significant correlations, they were not practically significant. Student interviews, as well as student daily written reflections, provided data that helped to illuminate the conceptual change process and are not available from forced-choice instruments.Additionally, there are no statistical or substantive differences in achievement between students who collect moon observation data in a whole class setting versus those who collect this data working with the computer simulation in pairs. In general, the factors measured from the writing of student reflections were not significantly correlated with measures of conceptual gains although they can provide insights into the learning process.And finally, the Styrofoam™ ball (scientific model) activity was found to be a significant instructional component that positively impacted improvement of scientific conceptions of moon phases. Only 2 of 12 possible correlations between student reflection and LPCI were statistically significantly positively correlated and none of the 12 possible correlations for the Abridged-LPCI were statistically significantly correlated with student reflections, although they were not practically significant.Moreover, ...

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Addressing Misconceptions, Threshold Concepts, and Troublesome Knowledge in GIScience Education

Bampton

2011

Teaching Geographic Information Science and Technology in Higher Education

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Development of the Astronomy Diagnostic Test

Cited by 81 publications

References 5 publications

Using Videoconferencing for Elementary/Secondary Teacher Professional Development

Using Videoconferencing for Elementary/Secondary Teacher Professional Development

Simulating Science: Using a Computer to Facilitate Conceptual Change for Moon Phases

Addressing Misconceptions, Threshold Concepts, and Troublesome Knowledge in GIScience Education

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