Mathematics – Logic
Scientific paper
Jan 2010
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2010aas...21536606p&link_type=abstract
American Astronomical Society, AAS Meeting #215, #366.06; Bulletin of the American Astronomical Society, Vol. 42, p.555
Mathematics
Logic
Scientific paper
Many astronomical objects, processes, and events exist and occur at extreme scales of spatial and temporal magnitudes. Our research draws upon the psychological literature, replete with evidence of linguistic and metaphorical links between the spatial and temporal domains, to compare how students estimate spatial and temporal magnitudes associated with objects and processes typically taught in science class.. We administered spatial and temporal scale estimation tests, with many astronomical items, to 417 students enrolled in 12 undergraduate science courses. Results show that while the temporal test was more difficult, students’ overall performance patterns between the two tests were mostly similar. However, asymmetrical correlations between the two tests indicate that students think of the extreme ranges of spatial and temporal scales in different ways, which is likely influenced by their classroom experience. When making incorrect estimations, students tended to underestimate the difference between the everyday scale and the extreme scales on both tests. This suggests the use of a common logarithmic mental number line for both spatial and temporal magnitude estimation. However, there are differences between the two tests in the errors student make in the everyday range. Among the implications discussed is the use of spatio-temporal reference frames, instead of smooth bootstrapping, to help students maneuver between scales of magnitude and the use of logarithmic transformations between reference frames. Implications for astronomy range from learning about spectra to large scale galaxy structure.
Lee Hyunyoung
Price Aaron
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