Survey of the academic use of planetariums for undergraduate education

Everding, Daniel J.; Keller, John M.

doi:10.1103/physrevphyseducres.16.020128

Cited by 4 publications

(13 citation statements)

References 40 publications

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“…Guidance for the construction of this study came from previous investigations exploring planetarium use, specifically those that examined use through the lens of planetarium directors and instructors (Fraknoi, 2001;Croft, 2008;Plummer & Small, 2013;Everding & Keller, 2020). The structure of this investigation contained two portions: (1) a survey portion using an online instrument to collect data; (2) and an observation portion using a classroom observation protocol, pre-observation questionnaires, and post-observation interviews to collect data.…”

Section: Methods and Investigationmentioning

confidence: 99%

“…The structure of this investigation contained two portions: (1) a survey portion using an online instrument to collect data; (2) and an observation portion using a classroom observation protocol, pre-observation questionnaires, and post-observation interviews to collect data. Survey data collection is a commonplace tool in astronomy and planetarium education (Fraknoi, 2001(Fraknoi, , 2004Small & Plummer, 2010;Everding & Keller, 2020), and allows for the bulk collection of responses from a wide range of respondents. Observational data is commonplace at the collegiate level for professional development, and instructors may inaccurately describe their own teaching methods using self-report instruments like a survey, so validated observation protocols may be used to collect an unvarnished measurement of instruction (Kane, Sandretto, & Heath, 2002;Ebert-May et al, 2011).…”

Section: Methods and Investigationmentioning

confidence: 99%

“…Thus, we encounter somewhat of a disconnect between the bodies of education research in the two settings most associated with collegiate astronomy: the classroom, where research focuses on what and how instructors do; and the planetarium, where research focuses on what and how instructors show. Even though the planetarium is the less frequently used of the two settings (Everding & Keller, 2020), both are still components of collegiate instruction and investigation of the planetarium setting should include considerations of its classroom counterpart. Is how a lesson unfolds as important as what is shown as a part of that lesson?…”

Section: Introductionmentioning

confidence: 99%

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Study Of Faculty Instructors In Undergraduate Classroom And Planetarium Learning Environments

Everding

Keller

2021

JAESE

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A mixed-methods study exploring the undergraduate planetarium learning environment was conducted during the 2019--2020 academic year at a western American university. Survey responses from university faculty, observational data using the Classroom Observation Protocol for Undergraduate STEM (COPUS), and faculty interview responses were collected and analyzed to investigate how and why collegiate undergraduates were being instructed in a planetarium environment and how this environment compared to a traditional classroom counterpart. Results suggest that planetarium use is viewed by instructors as an integrated learning experience with the classroom environment, with affective learning outcomes in the planetarium complemented by cognitive learning outcomes in the classroom. COPUS observations of planetarium instruction show broad similarity to classroom instruction; however, reductionsin active-learning behavior archetypes measured in the planetarium environment suggest a trade-off between interactive learning strategies and visually immersive content presentation. Implications concerning the collegiate planetarium environment and future work are discussed.

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Section: Methods and Investigationmentioning

confidence: 99%

Section: Methods and Investigationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Study Of Faculty Instructors In Undergraduate Classroom And Planetarium Learning Environments

Everding

Keller

2021

JAESE

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“…O uso do Planetário Itinerante auxilia no despertar para o interesse da população para assuntos relacionados à Astronomia. Constituído por uma cúpula hemisférica interna e uma série de equipamentos nos quais buscam-se projetar imagens do universo na parte central dessa cúpula, o Planetário é um local exclusivamente elaborado com objetivo de apresentar uma simulação do céu, empenhando-se para exibi-lo o mais próximo da realidade (Everding & Keller, 2020).…”

Section: Introductionunclassified

“…Dessa forma, possibilita aos alunos tanto de nível fundamental quanto superior, uma vivência óptica acentuada, permitindo-se uma conversão do que é visto em um aprendizado mais relevante. Além disso, promove aos estudantes uma visão mais ampla sobre alguns conceitos aplicados (Everding & Keller, 2020).…”

Section: Introductionunclassified

Contribuições dos experimentos de Física em feiras e planetário itinerantes na desmistificação do aprendizado: Um estudo de caso de um grupo de educação tutorial na Unifei

Souza

Gualberto

Neto

et al. 2021

RSD

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O projeto Ciência em Órbita vem sendo desenvolvido pelo grupo PET Conexão de Saberes: Física e Popularização da Ciência (Unifei – Campus Itabira) desde 2015. Dessa forma, o presente artigo retrata uma amostra de experimentos de Física realizada pelos integrantes do PET, tendo como objetivo, compartilhar de forma clara, dinâmica e didática os conhecimentos da Física. Sendo assim, diversos experimentos são apresentados, nos quais envolvem as diversas áreas da Física Básica, como Mecânica, Termodinâmica, Eletricidade e Óptica, tais como: Globo de Plasma, Bolha de Sabão Gigante, Gerador de Van de Graaff, Bobina de Tesla, entre outros. São explorados os conceitos de Física de forma prática; além do Planetário Itinerante, no qual é possível vivenciar a Astronomia de maneira divertida e lúdica. Os experimentos foram realizados com público livre, em que as abordagens foram adequadas, em relação a faixa etária dos participantes. A metodologia utilizada neste artigo é o estudo de caso com abordagem qualitativa, no qual engloba o desenvolvimento do projeto, as suas principais características e contribuições identificadas, tal como para os participantes quanto para a equipe. Dentre estes, destaca-se os benefícios do elo entre a universidade e a sociedade, no qual promove a disseminação do conhecimento.

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Investigating students’ insight after attending a planetarium presentation about the apparent motion of the Sun and stars

Bekaert,

De Cock,

Van Dooren

et al. 2024

Phys. Rev. Phys. Educ. Res.

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We present two studies to investigate the extent to which attending a planetarium presentation increases secondary school students’ understanding of the apparent motion of the Sun and stars. In the first study, we used the Apparent Motion of Sun and Stars (AMoSS) test in a pretest/post-test/retention test setting to measure learning gains and improved insight of 404 students (16- to 17-year-olds) after attending a classical planetarium presentation at the Brussels Planetarium. The AMoSS test is a questionnaire on the daily and yearly apparent motion and the observer’s position. It consists of six multiple-choice questions about the Sun and six similar multiple-choice questions about the stars. We asked the students to explain their choices. The learning gains are rather small and the scores improve more on the Sun questions than on the star questions. This difference is largest for questions about the yearly apparent motion. We found that this is due to the fact that many students copy their knowledge about the Sun to the stars. Based on the results of this survey, we developed a new planetarium presentation with particular attention to the use of the celestial sphere model. We also developed a learning module that prepares students at school for this planetarium presentation. In a second study, we measured the learning gains after attending this new planetarium presentation among 339 students, also 16- to 17-year-olds. Some school groups had worked through the preparatory learning module at school and others had not. We find that the learning gains on the star questions are significantly higher than in the first study, due to better scores on the yearly apparent motion questions. In this regard, it is notable that we do not see significant differences between those students who prepared the presentation at school and those who did not. In the second study, the number of students who answer all questions correctly after attending the planetarium presentation or working through the learning module increases, but only significantly for those students who worked through the learning module at school. Published by the American Physical Society 2024

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Survey of the academic use of planetariums for undergraduate education

Cited by 4 publications

References 40 publications

Study Of Faculty Instructors In Undergraduate Classroom And Planetarium Learning Environments

Study Of Faculty Instructors In Undergraduate Classroom And Planetarium Learning Environments

Contribuições dos experimentos de Física em feiras e planetário itinerantes na desmistificação do aprendizado: Um estudo de caso de um grupo de educação tutorial na Unifei

Investigating students’ insight after attending a planetarium presentation about the apparent motion of the Sun and stars

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