Introductory Astronomy Course Research Articles

The Frayer Model as Analysis of Instruction and Student Knowledge in Undergraduate Astronomy

The American public’s factual knowledge about science has remained relatively unchanged over the past two decades. Research on scientific literacy connects to science education, interactive instruction techniques, and how introductory undergraduate science courses are many students’ last formal exposure to science. This highlights a need for research on how these courses can contribute toward a scientifically-literate citizenry. This study qualitatively analyzes how instruction in an introductory undergraduate astronomy course informs students on an astronomy concept, specifically blackbody radiation. A case study method of thematic analysis was employed by administering a pre- and post-lesson Frayer Model to students in an ASTR 1010 section and recording the professor’s lecture. Thematic analysis was conducted on all Frayer Models and the lecture transcript. Three key themes (refined understanding, blackbody spectrum, and ideal physical body) emerged, summarizing how students’ knowledge changed following instruction. The results section contextualizes these themes within how the concepts were taught. Blackbody radiation was entirely foreign to most students. Students utilized a few keywords, such as “perfect absorber,” to describe blackbodies. Their visual comprehension improved, for they accurately drew and labeled blackbody spectra. This study is novel in using the Frayer Model as an assessment tool in astronomy education research. The findings contextualize scientific literacy and nuance our understanding of how students conceptualize lecture-based instruction. Educators can interpret the results when considering how to teach blackbody radiation. Implications are made to a growing body of knowledge on language in astronomy education.

An Initial Investigation of Students’ Understanding of Space Exploration

The topic of space exploration receives little attention in most introductory astronomy courses. However, students come to such courses with both an interest and ideas informed by popular media–ideas that may or may not be consistent with scientific and engineering outlooks. This study explored what students recall about space exploration ideas after engaging with two short, in-class activities on the possibility of travel to Mars and the use of solar sails for exploration. We asked four open-ended questions for extra credit and coded students’ responses ($N$ = 106 to 150) for themes. Coding demonstrated that students had reasonable, if limited, understanding of factors influencing both crewed and uncrewed mission types as well as risks to crews after completing these activities.

Effects of Popular Science Writing Instruction on General Education Student Attitudes Towards Science: A Case Study in Astronomy

For many students, introductory college science courses are often the only opportunity in their formal higher education to be exposed to science, shaping their view of the subject, their scientific literacy, and their attitudes towards their own ability in STEM. While science writing instruction has been demonstrated to impact attitudes and outlooks of STEM majors in their coursework, this instructional strategy has yet to be explored for non-majors. In this work, we investigate student attitudes towards STEM before and after taking a writing-intensive introductory astronomy course. We find that students cite writing about science as beneficial to their learning, deepening their understanding of science topics and their perspective on science as a field and finding writing to be a ``bridge'' between STEM content and their focus on humanities in their majors. Students also report increased perceptions of their own ability and confidence in engaging with STEM across multiple metrics, leaving the course more prepared to be informed, engaged, and science literate citizens.

Can you see Orion?: knowledge construction and collaborative discourse while problem solving with virtual reality

ABSTRACT Immersive technologies have the potential to play unique roles in the collaborative problem-solving process. To advance research in these contexts, new methods of documenting group collaboration with technology are necessary. The goal of this paper is to develop and utilize a coding scheme that enables investigation of the nature of collaborative interactions within the context of a shared virtual reality (VR) and tablet computer astronomy simulation. This multi-device environment was integrated into the laboratory learning of an undergraduate introductory astronomy course. Two exemplar groups were identified and reviewed for diversity of collaboration and technology interactions. Informed by existing coding practices for collaborative learning, these observations were then used to generate the coding scheme. Coding results reveal that task complexity contributed to an increase in diverse collaboration, and users who switched between technology platforms showed marked differences in their interactions with group members. Moments of discourse when group members were sharing the same simulation view were typically oriented around the acquisition of new knowledge and were often followed by bursts of productive discourse. We discuss the utility of our coding scheme alongside implications of this work via insight into what constitutes understanding in collaborative contexts augmented by immersive and networked technologies.

What Physics Instructors Can Learn from Astronomy Teaching

A student says, “Even though the physics involved can be basically the same, the setup is what drives me to like astronomy more,” comparing his introductory physics class to his introductory astronomy class. Another student concurs, “Astronomy is more exciting.” What is it about astronomy that appeals to students? Is there a way to harness such enthusiasm within the context of an introductory physics class while retaining the same level of rigor? Here, we describe a study that shows that, compared with an introductory physics course for science and engineering majors, an introductory astronomy course (also for science and engineering majors) had similar gains on the Force Concept Inventory (FCI), but students’ attitudes and approaches to problem solving were significantly better in the latter. Moreover, interviewed students corroborated the survey findings that the astronomy course was significantly more enjoyable and engaging. This suggests that physics instructors can learn from the way astronomy is often taught, in order to better engage students.

Sun Photometry for Introductory Students

Light and its spectrum are central concepts in many introductory physics, astronomy, geology, and conceptual physics courses. The Sun and its spectrum are usually primary examples, likely due to the Sun’s everyday familiarity and the full spectrum it generates when dispersed. To enhance such discussions with a hands-on student activity, we’ve often looked to sun photometry.

Teaching planetary retrograde motion using a local positioning system

For millennia, humans have observed planetary retrograde motion and attempted to explain the phenomena. Our modern understanding of the motions of bodies within the Solar System is built up from a rich history of past models, each of which tried to explain astronomical observations while also being influenced by the contemporary belief system. One of the pivotal observations that assisted astronomers in the development of our current planetary model is planetary retrograde motion. Complexities in heliocentric and geocentric planetary models coupled with the change of reference frame required to visualize retrograde can be challenging for students. For this reason, we developed a kinaesthetic learning activity for introductory physics and astronomy courses that requires students to physically walk planetary orbits and allows them to see apparent motions across a virtual sky in real-time. In this paper, we present multiple activities using a local positioning system that are based on changing historical models for the retrograde phenomenon. We aim for these activities to culminate in students’ holistic understanding of how astronomically observed retrograde patterns were explained by models stemming from the existing scientific knowledge and beliefs available at the time.

Not quite like the movies: Teaching the realities of space exploration

Space exploration captures the human imagination, as evidenced by the public’s fascination with films such as The Martian and Interstellar. These cultural touchstones are often the primary way that the public imagines space exploration. Thus, it is not surprising that people tend to have unrealistic ideas about the feasibility of space travel, and the extent to which human space travel has occurred. To help address this issue, we developed and tested two activities about space travel. The Migration to Mars and Solar Sails activities are Lecture Tutorial-style activities developed for introductory astronomy courses, and can be adapted for use in algebra-based physics classrooms or labs. In the remainder of this column, we describe each of these activities, and we discuss the outcomes from our use of the activities in the classroom.

Planetarium Use In Introductory Astronomy Courses

Many planetariums are situated at institutions of higher learning, but there is little documentation about how these facilities are being used. We present an analysis of a survey designed to explore planetarium use in introductory astronomy courses taught to undergraduates. The survey asked about 11 learning objectives, which were chosen through an investigation of online course descriptions at 10 universities in the United States. Planetarium users answered questions about what they are teaching, how long they are teaching it, and what media they are using to teach it. We distributed the survey to approximately 289 institutions around the United States which were categorized as institutions of learning in the online Worldwide Planetariums Database. There were 85 responses to the survey with 78 providing enough information to be useful. Results show that college and university planetariums are primarily being used to teach the night sky and that planetarium users at these institutions prefer to teach through unscripted use rather than scripted shows. We discuss potential implications to content development and further research in instructional methodology.

Paired Dialog on Equity —Six Goals for an Introductory Astronomy Course

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.

Demonstrating the Concept of Parallax with James Webb Space Telescope

Abstract We measured the parallax of the James Webb Space Telescope based on near simultaneous observations using the Lulin One-meter Telescope and the GROWTH India Telescope, separated at a distance of ∼4214 km. This serves a great demonstration for the concept of parallax commonly taught in introductory astronomy courses.

Looking at MOOC discussion data to uncover the relationship between discussion pacings, learners' cognitive presence and learning achievements.

The MOOCs (Massive Open Online Courses) forum carries rich discussion data that contains multi-level cognition-related behavior patterns, which brings the potential for an in-depth investigation into the development trend of the group and individual cognitive presence in discourse interaction. This paper describes a study conducted in the context of an introductory astronomy course on the Chinese MOOCs platform, examining the relationship between discussion pacings (i.e., instructor-paced or learner-paced discussion), cognitive presence, and learning achievements. Using content analysis, lag sequential analysis, logistic regression, and grouped regression approaches, the study analysed the online discussion data collected from the Astronomy Talk course involving 2603 participants who contributed 24,018 posts. The findings of the study demonstrated the significant cognitive sequential patterns, and revealed the significant differences in the distribution of cognitive presence with different discussion pacings and learning achievement groups, respectively. Moreover, we found that the high-achieving learners were mostly in the exploration, integration, and resolution phase, and learner-paced discussion had a greater moderating effect on the relationship between cognitive presence and learning achievements. Based on the findings and discussion, suggestions for improving the learners’ cognitive presence and learning achievements in the MOOC environment are discussed.

Going “All Quantitative” While Teaching About Light and Stars in Introductory Astronomy

When teaching a general education introductory astronomy course that includes a mathematics prerequisite, it is important to convey that formulas and equations physically represent properties of actual objects and processes that occur that can actually be observed. Students with varying comfort levels with mathematics often need to be convinced that problems involving formulas and equations are more than simply mathematical exercises, but are meant to enhance their understanding of the physical concepts. One way to attempt to do this is to introduce equations related to concepts that are being studied qualitatively, for instance, with lecture-tutorials. Here are several examples making use of lecture-tutorials on topics related to light and stars from the popular manual Lecture-Tutorials for Introductory Astronomy.

Learning of uncertainty in an introductory astronomy course in remote asynchronous delivery during Covid-19 lockdown

The teaching of an introductory astronomy course in remote delivery during Covid-19 lockdown encountered a unique issue in terms of a mixture of three student groups. They are the science majors, science-interested students, and non-science majors to satisfy science requirement in our Two-year community college located in New York City. The learning of how to assess uncertainty would be of a universal concern in the three groups. Uncertainty examples includes shoe size selection experience in daily life for non-science majors, distance measurement uncertainty for science-interested students who are parents, and simulation uncertainty for science majors. Reciting or memorizing a narrative in remote learning should be supplemented with a discussion using an alternative perspective with intellectual maturity, and the uncertainty theme would fit well for the learning of any chapters in an astronomy textbook. Assessment exercise questions are developed. The strategy to discourage rote learning and plagiarism in the remote asynchronous delivery of introductory astronomy at the college level is discussed.

An Affordable Self-Built Spectrometer for the Physics and Astronomy Classroom: A Useful Teaching Tool and Demonstration Instrument

The study of the electromagnetic spectrum, how light interacts with matter, and optical instruments such as lenses, mirrors, and gratings are important concepts in the Advanced Placement (AP) physics and introductory undergraduate physics and astronomy courses. The production, control, and analysis of light helps scientists to learn about the natural world. A spectrometer is an instrument that utilizes several components (lenses, mirrors, diffraction grating, or prism) that students commonly study in an introductory optics unit and can be helpful to demonstrate for students how light can be separated on the basis of wavelength. The authors designed and built a simple tabletop spectrometer. The layout is compact so as to make it easy to construct on a rolling cart to be easily transported for classroom demo or lab purposes. Additionally, we focused on keeping the spectrometer affordable, and discuss options for sourcing parts and scavenging for items in existing supplies. We constructed and tested two spectrometers, one at Susquehanna University in Pennsylvania and one at Providence College in Rhode Island. Similar to Isaac Newton leaving Trinity College in 1665 during the bubonic plague outbreak, the final testing and building of these spectrometers was completed in the basements of the authors’ homes amid the COVID-19 shelter-at-home orders.

Teaching introductory astronomy using virtual observations

Many introductory astronomy courses include concepts related to basic stellar properties. In general, these are concepts that originate from the human perception of starlight. This observational aspect is not easy to incorporate in the classroom. We explore if these concepts could be developed using the built-in data in a planetarium software. This helps us include an element of observations in the coursework that should enhance students’ understanding of stellar magnitudes and distances, stellar classification and basic astronomy diagrams. Since the available planetarium software packages utilize rich professional databases, this approach also provides opportunities for students to follow the latest developments in astronomy connected to big data and the way data are collected and used.

Student Responses to Changes in Introductory Physics Learning Due to the COVID-19 Pandemic

As a result of the spread of COVID-19 during spring 2020, many colleges and universities across the U.S., and beyond, were compelled to move entirely to remote, online instruction, or shut down. Due to the rapidity of this transition, instructors had to significantly—if not completely—change their instructional style on very short notice. Our purpose with this paper is to report on student experiences and reactions to the switch to emergency remote learning at two large land-grant, research-intensive universities. We aimed to explore how students have received and dealt with the shift to remote learning that began in March 2020, specifically in introductory physics and astronomy courses. By providing timely student feedback, we hope to help instructors tune their efforts to build a more effective remote learning environment.

Expanding minds through explorations of our expanding universe

Science is the observation of patterns inherent in the universe, composing the language by which the natural world communicates. To provide non-STEM students a meaningful experience of science, I developed a series of engaging, investigative activities through which students in an introductory astronomy course act as scientists to explore the world they inhabit. These activities focus on having students use real data they gather, or data gathered from academic journals and databases, to reach important conclusions about the nature of our universe. As an example, one activity focuses on using Type Ia supernova magnitudes to measure the accelerating expansion of the universe and is the focus of this paper. By including this and other similar activities throughout the course, the students engage in scientific thinking in a fun and exciting way. To evaluate the success of these activities, students were asked an open-ended experimental design question at the start and end of the course. The growth shown by the 11 students in the six-week summer class is an indicator that the inclusion of these activities helped these students learn about the tools available to astronomers, while also facilitating an environment to foster scientific thinking.

Orthographic neighborhood size volatility analysis in the context of writing assessment

Abstract Writing assessment was conducted using the orthographic neighborhood size as a numerical measure of transforming literacy to numeracy. The neighborhood size was calculated using the free online CLEARPOND technology from Northwestern University. The transformed numerical information can be viewed as a time series where fluctuation analysis could be applied. The concept of volatility used in stock market analysis was employed to analyze the fluctuation of the orthographic neighborhood sizes in short essays assigned to students in an introductory astronomy course offered by an open admission community college. The results showed that writing containing scientific words with low neighborhood sizes exhibited high volatility, consistent with high-demand cognitive tasks students were asked to perform. A random shuffling of the words in a sentence generated word-list sequences where the students would be asked to exercise rules of grammar to select the correct sequence. The hypothesis that the reading of a high volatility in the neighborhood size histogram would be expected to correspond to a high-demand cognitive task was tested in this exploratory project. The CLEARPOND output contained a list of phonological neighborhood sizes and the association of orthographic volatility with phonological volatility is also studied with additional examples from presidential debate sentences and song lyrics. This proof of concept volatility project brings stock market analysis, based on econometric methodology, into writing and language studies that demand precision comparison. The volatility analysis results in comparison to lexical diversity analysis results are also discussed.

Estimating the size of Earth's umbral shadow using sky brightness light curves during a lunar eclipse

We present a simple method to estimate the size of Earth's umbral shadow in a classroom setting. The method uses the published sky brightness curves obtained during a total lunar eclipse and requires only a conceptual understanding of lunar eclipses and simple geometric considerations. It is suitable for use in introductory and upper level astronomy courses.