Planetarium Use In Introductory Astronomy Courses

An investigation of cyberbullying incidents among learners in institutions of higher learning in Gaborone, Botswana

This paper explores the retorts of students with transgender identities towards structural exclusion in institutions of higher learning. This cohort of student’s studies and reside in spaces that are suppressive, oppressive and marginalising for them. These and similar institutions of higher learning do not affirm inclusion and diverse gender diversity among student populations. For this reason, these transgender students are obligated to retort against these structural exclusions. This study is interested in finding out how students with transgender identities navigate through institutions of higher learning in pursuit of inclusivity. Eight participants who identify themselves as transgender students were sampled using a purposive sampling method. To comprehend their realities, a phenomenological approach is utilised through the adoption of an arts-based approach to collect data. Content data analysis is suitable to assess the reliability and validity of the raw data collected for this study. Furthermore, the minority stress theory (MST) underpins this study. The theory brings understanding of the impact of distal and proximal stressors caused by structural exclusions in the lives of students with transgender identities at institutions of higher learning. The findings of the study revealed that students with transgender expressions are excluded, discriminated and ‘othered’ because institutions of learning are characterised by direct and structural discrimination known as heterosexism. This article argues that the system is silent (or silencing) about the needs of students with transgender identities. These experiences create distal and proximal stressors that affect the well-being and academic work of transgender students. Therefore, radical transformation should be prioritised to ensure that institutions of learning are safe and inclusive spaces for all students.

Introductory astronomy courses are popular as undergraduate electives and as free choice learning experiences, currently delivered as Massive Open Online Courses. Research has shown that utilizing writing assignment in science courses are important to make learner thinking visible and help improve science reasoning. We will present a suite of tools and strategies, iteratively revised through our research, that are being used to improve engagement and writing in several astronomy MOOCs. We also will present new online tools being developed to identify fake science online. These tools utilize machine learning and are trained by to distinguish reliable and fake ideas in online articles specially about controversial topics such as climate change and evolution. Additionally, another tool is being developed to give computer generated feedback on student writing to improve scientific reasoning and support iterative instructor feedback in introductory astronomy courses. All tools will be available broadly to instructors and online.

The study explored the innovative strategies for enhancing online learning in higher learning institutions in Zambia. The objectives of the study were; to explore innovative strategies which could enhance online learning in higher learning institutions, and to propose an ideal online learning policy framework that can enhance online learning in higher learning institutions. The study was guided by the Constructivist Learning Theory and the Social Cognitive Theory. The researcher employed a pragmatic paradigm and a descriptive research design. The sample was made up of 180 educators who were purposely selected from four universities. Additionally, four (4) Directors of Distance Education in charge of Online Learning in the four universities, one (1) ICT engineer from the Internet Service Provider in the selected universities were also purposely selected. Three (3) research instruments were used to collect data; a questionnaire which was used to collect quantitative data from educators and two interview guides which were used to collect qualitative data. Qualitative data was analyzed thematically, while descriptive statistics were used to analyze quantitative data. The findings of the study brought to the fore some of the strategies that could be used to enhance online learning in Zambia such as facilitation of learners’ acquisition of ICT gadgets at an affordable price, pushing more investment in online learning software such as zoom, and introduction of tax incentives on all ICT equipment bought by higher learning institutions in order to make them more affordable. The study also showed that some higher learning institutions conducted online learning without a clear policy guideline. Majority of the learning institutions relied on distance learning policy developed many years ago for guidance. In view of the findings, the study recommended the development of an online learning enhancement policy framework which highlights the strategies to be applied by the Government of Zambia through the Ministry of Education, Internet Service Providers and Higher Learning Institutions for effective online teaching and learning to take place in Higher Learning Institutions of Zambia.

With the vigorous development of institutions of higher learning in China, more and more corruption is exposed in institutions of higher learning and the transformation and upgrading of internal control in institutions of higher learning becomes more and more important. In the past, the construction of internal control in institutions of higher learning focused on accounting control or financial control and showed some limitations. With the macro- environment of internal control as the background and based on Specification on Internal Control in Administrative Institutions (Trial), this paper analyzes the current situations of several factors like internal environment, information and communication, internal supervision, etc. in institutions of higher learning and puts forward several countermeasures for improvement and optimization. Index Terms - Internal control; internal environment; information and communication; internal supervision In recent years, with the economic development and social progress, institutions of higher learning in China have begun to flourish. However, more and more leaders in institutions of higher learning fall a cropper for corruption, and the corruption in education system becomes even more violent, with enrollment, capital construction, procurement, scientific research fund, school-run enterprises, etc. as the hardest hits of corruption in institutions of higher learning. Since January 1, 2014, institutions of higher learning in China uniformly implemented Specification on Internal Control in Administrative Institutions (Trial) (hereinafter referred to as Basic Specification), which provides a good opportunity and important guarantee for promotion of construction of internal control in institutions of higher learning in China. Therefore, the transformation and upgrading of internal control in institutions of higher learning is a matter of great urgency and it is high time for it.

The study sought to establish the influence of educational strategies on online learning in Kenyan institutions of higher learning amid COVID 19 Pandemic. Higher learning institutions, like every other educational institution were forced to close down to curb the spread of covid-19. As centers of innovation across the world, universities were expected to come up with solutions. Higher learning institutions in Kenya embraced online learning. Naturally, there were concerns as to whether such institutions can handle such a massive transformation seemingly overnight. These institutions had to initiate online lectures as well as exams in some cases in order to continue with a school calendar that had already suffered greatly as a result of the covid-19 pandemic. The transition has not been perfect and has faced a number of challenges. The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes. A critical review of empirical literature was conducted to establish the influence of educational strategies on online learning in institutions of higher learning in Kenya. The study concludes that the educational strategies have a positive influence on online learning and can be applied individually or collectively depending on the circumstances. The study recommends that institutions of higher learning in Kenya should apply cooperative learning activities in online learning. The study also recommends that institutions should also use differentiation strategy so as to use different techniques for different students and that institutions of higher learning apply the behavioral approach technique by encouraging good behaviors by praise and motivation. Keywords: Educational Strategies, Online Learning, Covid 19, Higher Learning

The Virtual Solar System (VSS) course described in this paper is one of the first attempts to integrate three-dimensional (3D) computer modeling as a central component of an introductory undergraduate astronomy course. Specifically, this study assessed the changes in undergraduate university students' understanding of astronomy concepts as a result of participating in an experimental introductory astronomy course in which the students constructed 3D models of different astronomical phenomena. In this study, we examined students' conceptual understanding concerning three foundational astronomical phenomena: the causes of lunar and solar eclipses, the causes of the Moon's phases, and the reasons for the Earth's seasons. Student interviews conducted prior to the course identified a range of student alternative conceptions previously identified in the literature regarding the dynamics and mechanics of the Solar System. A previously undocumented alternative conception to explain lunar eclipses is identified in this paper. The interviews were repeated at the end of the course in order to quantitatively and qualitatively assess any changes in student conceptual understanding. Generally, the results of this study revealed that 3D computer modeling can be a powerful tool in supporting student conceptualization of abstract scientific phenomena. Specifically, 3D computer modeling afforded students the ability to visualize abstract 3D concepts such as the line of nodes and transform them into conceptual tools, which in turn, supported the development of scientifically sophisticated conceptual understandings of many basic astronomical topics. However, there were instances where students' conceptual understanding was incomplete and frequently hybridized with their existing conceptions. These findings have significant bearing on when and in what domains 3D computer modeling can be used to support student conceptual understanding of astronomy concepts.

What follows is a description of a simple quantitative exercise developed for students of a general education introductory astronomy course in which they discover for themselves the mass–luminosity and mass–lifetime relations for stars on the main sequence of the Hertzsprung–Russell diagram. Besides providing a demonstration of two fundamental relationships in stellar astronomy, the exercise also provides an example of the process of scientific experimentation.

Background: The unexpected COVID-19 pandemic impacted not only students at institutions of higher learning, but also faculty who often made rapid transitions from face-to-face to online or distance learning. Distance learning has been shown to negatively impact college students’ physical activity, screen time, and mental health concerns. Little is known, however, about the transition and impact of the pandemic and distance learning on university faculty. Purpose: The purpose of this study was to examine the impact of the rapid transition from traditional face-to-face teaching methodologies to distance learning on professional quality of life, physical activity, screen time, and anxiety and depression among faculty. Methods: A descriptive survey design with snowball sampling, was used to collect data anonymously, online. An electronic survey was developed to explore professional quality of life, physical activity, screen time, anxiety, and depression. Results: The COVID-19 pandemic and subsequent rapid transition of teaching and learning methodologies impacted not only students, but faculty at institutions of higher learning. Most faculty indicated concerns with their professional quality of life, putting them at moderate risk of burnout. A negative correlation between leisure time and anxiety or depression was found as well as a positive correlation between increased screen time and depression. Conclusion: Increased screen time and decreased physical activity or leisure time may contribute to increased faculty burnout, depression, and anxiety. University administration may need to consider strategies to help faculty cope with transitions to unfamiliar teaching methodologies and self-care behavioral changes to avoid faculty dissatisfaction and disengagement.

This paper introduces a process of reading, reflection, and discussion used by two white faculty teaching at predominately white institutions to address challenges to equity in their introductory astronomy courses. The conversations focused on the context of large introductory courses, where individual instructors may lack resources and agency to make large-scale structural changes. Six goals to improve the classroom experience for all students are identified. The paper explores the nature of inequities that students face and, through a process of backwards design, identifies actions that begin to address such issues. The ideas discussed are rooted in ongoing conversations around injustice, antiracism, equity and inclusion and this paper describes a process by which individual instructors can make progress in their own classrooms. We write this paper with the hope that it could serve as a model, and that other faculty of introductory courses might consider embracing similar goals as we strive to make our disciplines more welcoming and inclusive.

This chapter explores scholarly communication practices and strategies in institutions of higher learning in Sub-Saharan Africa to increase visibility and reputation. For long, it has been acknowledged that foundations of institutions of higher learning rest upon creating and disseminating knowledge, which serves as an engine for scientific progression leading to a knowledge society. This is true despite scholarly communications receiving limited recognition from senior leadership at most institutions of learning. Visibility of institutions via scholarly communications is of high significance considering the inputs made by scholars and the applicability of study findings for perfecting routinized works or correcting faulty systems in departments, ministries, and agencies in nations. This is evident in developed countries who furnish their scholarly communication offices with librarians to enhance the production and communication of knowledge. Strategies and practices of scholarly communications among institutions of higher learning are discussed.

Stars are one of the most frequently covered topics in introductory astronomy classes. From a constructivist framework, one must know what conceptions students bring with them to the classroom in order to effectively facilitate deep conceptual learning about stars. This study investigated the beliefs about stars that students hold when they enter an introductory astronomy course and used that information to develop a concept inventory that can be used to assess those beliefs pre- and post-instruction. First, students’ pre-instructional beliefs were investigated through the use of student-supplied-response (SSR) surveys, which asked students to describe their ideas about topics such as what is a star, how is starlight created, how are stars formed, are all stars the same, and more. More than 2,200 students participated in this portion of the study over four semesters. Responses were inductively analyzed in an iterative process and coded for themes. Calculated frequencies show that although many students (80%) know that stars are made of gas, a third to half of the participants (32-44%, depending upon the question) believe that starlight is created (or energy otherwise emitted) as a result of the star burning. Nuclear fusion, the true energy source in stars, is identified by fewer than 10% of the students. Interviews with seven volunteers confirmed that the responses seen on the SSR surveys were consistent with verbal explanations. The second portion of the study involved the design and testing of the Star Properties Concept Inventory. After item development and testing on Versions 1 and 2, interviews with 18 participants about their responses to Version 1, and an expert review by 26 volunteer astronomy instructors, Version 3 was created and tested during the Fall 2005 semester. Results from approximately 500 students who took Version 3 show that those students in an introductory astronomy course for nonscience majors increased their scores significantly over the semester, whereas a control group (students in an introductory earth science course for nonscience majors) showed no increase. These results support the purpose of this concept inventory to investigate the effectiveness of instruction on the topic of star properties and formation.

Strengthening Online Education Approaches in Institutions of Higher Learning

Students exhibit immense interest in astrology but introductory astronomy courses commonly ignore the topic. This paper reports on a horoscope-casting exercise which capitalizes on the student's fascination to promote a discussion on astrology and its relationship to astronomy and science in general.

We report on research carried out to improve teaching and student engagement in the introductory astronomy course at the University of Cape Town. This course is taken by a diverse range of students, including many from educationally disadvantaged backgrounds. We describe the development of an instrument, the Introductory Astronomy Questionnaire (IAQ), which we administered as pre- and post-tests to students enrolled in the course. The instrument comprised a small number of questions which probed three areas of interest: student motivation and expectations, astronomy content, and worldview. Amongst our findings were that learning gains were made in several conceptual areas, and that students appeared to develop a more nuanced view of the nature of astronomy. There was some evidence that the course had a positive impact on students' worldviews, particularly their attitudes towards science. We also identified a promising predictor of course success that could in future be used to identify students requiring special teaching intervention.