Computer Science – Learning
Scientific paper
Jan 2012
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2012aas...21922702h&link_type=abstract
American Astronomical Society, AAS Meeting #219, #227.02
Computer Science
Learning
Scientific paper
We tacitly assume that astronomy is a conceptual domain deeply entrenched in three dimensions and that learners need to utilize spatial thinking to develop understanding of the field. In particular, cognitive science generally views students’ spatial thinking abilities as something that can be enhanced through purposeful instruction, whereas aptitude and ability to learn complex ideas might be immutable. Yet, precise investigations into the underlying relationship between students’ spatial reasoning ability and their ability to learn astronomy content in college science classes are beginning to reveal insight into how students cognitively engage in learning astronomy. In support, researchers at the CAPER Center for Astronomy and Physics Education Research conducted a first-steps correlational study of 148 non-science majoring undergraduate students. Using a single group, multiple-measures, longitudinal study design, students’ cognition was measured for pretest and posttest gains in astronomy understanding using established assessment tools, including the Test Of Astronomy STandards (TOAST) over the duration of instruction. In the middle of the semester they were tested for spatial reasoning ability using a subset of reliable spatial thinking assessment tools from the Spatial Intelligence and Learning Center (SILC). Results suggest some instructional techniques can be predicted as successful a priori while others are as yet unresolved. This work was supported, in part, by the Wyoming Excellence in Higher Education Endowment.
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