Dark Energy is "Dying” and Other Student Ideas About Cosmology

Details Dark Energy is "Dying” and Other Student Ideas About Cosmology Dark Energy is "Dying” and Other Student Ideas About Cosmology

May 2011

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2011aas...21833301b&link_type=abstract

American Astronomical Society, AAS Meeting #218, #333.01; Bulletin of the American Astronomical Society, Vol. 43, 2011

Astronomy and Astrophysics

Astronomy

Scientific paper

Determining the range and frequency of "alternative conceptions” is an important first step to improving instructional effectiveness. Modern topics in astronomy, such as cosmology, are of primary interest to many educators and students, but we are only beginning to understand students’ alternative conceptions in this area. Through analysis of pre-instructional open-ended surveys (N > 500), our research group is attempting to classify students’ ideas about concepts important to modern cosmology, including the structure, age, and evolution of the universe; dark matter and dark energy; and the Big Bang. Survey responses, analyzed through an iterative process of thematic coding, reveal a number of alternative conceptions. For example, students frequently conflate structure terms such as solar system, galaxy, and universe or do not understand the relationship between the terms; believe the universe to be infinitely old; and may not be aware of dark matter or dark energy. This work was supported by NASA ROSES E/PO Grant #NNXlOAC89G, as well as by the Illinois Space Grant Consortium and National Science Foundation CCLI Grant #0632563 at Chicago State University and the Fermi E/PO program at Sonoma State University.

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