Student Understanding of Time in an Introductory Astronomy Laboratory

Details Student Understanding of Time in an Introductory Astronomy Laboratory Student Understanding of Time in an Introductory Astronomy Laboratory

Sep 2005

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2005aas...206.0212t&link_type=abstract

American Astronomical Society Meeting 206, #02.12; Bulletin of the American Astronomical Society, Vol. 37, p.790

Computer Science

Performance

Scientific paper

The astronomy lab at the University of Maine consists of discrete weekly lessons in which students work in small groups. Individual pretests and post-tests accompany each lesson. The lesson studied here covers the topic of time, including sidereal time, Apparent Solar Time, and time zones. The pretest consists of four multiple-choice questions, which are also administered after instruction as a post-test.
In the fall 2004 semester, the pretest was rewritten to focus on some major conceptual components of the lab, while the lesson materials were not modified from previous years. Examination of class performance (n = 96) revealed no significant improvements in score from pre- to post-lesson. In the spring 2005 semester, the lesson was altered to incorporate the Starry Night software for simulating the sky instead of the celestial sphere models previously used. The goal of the change was to give students a more interactive environment for completing the laboratory exercise, which was otherwise altered as little as possible. Data from the spring semester show some gains on the pre/post-test questions covering sidereal time and Daylight Savings Time. Results to date have informed planned modifications to the lesson.
A. L. T. was supported during this research by the University of Maine through a Provost Fellowship.

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