Sorting Tasks and Vocabulary-in-Context Activities for Assessing Introductory Astronomy Understanding

Details Sorting Tasks and Vocabulary-in-Context Activities for Assessing Introductory Astronomy Understanding Sorting Tasks and Vocabulary-in-Context Activities for Assessing Introductory Astronomy Understanding

Dec 2006

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006aas...209.4604s&link_type=abstract

2007 AAS/AAPT Joint Meeting, American Astronomical Society Meeting 209, #46.04; Bulletin of the American Astronomical Society, V

Physics

Physics Education

Scientific paper

One of the most ardent challenges for astronomy teachers is to deeply and meaningfully assess students’ conceptual and quantitative understanding of astronomy topics. In an effort to uncover students’ actual understanding, members and affiliates of the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona and Truckee Meadows Community College are creating and field-testing innovative approaches to assessment. Leveraging from the highly successful work from physics education research, we are creating a series of tasks where students categorize a list describing common astronomical events or phenomenon; or vocabulary terms into context rich categories or conceptually rich sentences. These intellectually challenging tasks are being created to span the entire domain of topics in introductory astronomy for non-science majoring undergraduates. When completed, these sorting tasks and vocabulary-in-context activities will be able to be delivered via a drag-and-drop computer interface.

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