Michael Zeilik

Misconceptions and their change in university-level astronomy courses

Students enter courses with prior knowledge of the subject area. Unfortunately, these naive notions often are misconceptions (or “folk concepts”) that hinder learning of appropriate concepts in the field.

Conceptual astronomy: A novel model for teaching postsecondary science courses

An innovative, conceptually based instructional model for teaching large undergraduate astronomy courses was designed, implemented, and evaluated in the Fall 1995 semester. This model was based on cognitive and educational theories of knowledge and, we believe, is applicable to other large postsecondary science courses. Major components were: (a) identification of the basic important concepts and their interrelationships that are necessary for connected understanding of astronomy in novice students; (b) use of these concepts and their interrelationships throughout the design, implementation, and evaluation stages of the model; (c) identification of students’ prior knowledge and misconceptions; and (d) implementation of varied instructional strategies targeted toward encouraging conceptual understanding in students (i.e., instructional concept maps, cooperative small group work, homework assignments stressing concept application, and a conceptually based student assessment system). Evaluation included the ...

Conceptual astronomy. II. Replicating conceptual gains, probing attitude changes across three semesters

We report on a long-term, large-scale study of a one-semester, conceptually based, introductory astronomy course with data from more than 400 students over three semesters at the University of New Mexico. Using traditional and alternative assessment tools developed for the project, we examined the pre- and postcourse results for Fall 1994, Spring 1995, and Fall 1995. We find our results are robust: novice students show large, positive gains on assessments of conceptual understanding and connected understanding of the knowledge structure of astronomy. We find no relationship between course achievement and completion of prior courses in science or math; we do find a small to moderate relationship between students’ science self-image and course achievement. Also, we detect little change over each semester in students’ mildly positive incoming attitudes about astronomy and science.

SELECT-AND-FILL-IN CONCEPT MAP SCORES AS A MEASURE OF STUDENTS' CONNECTED UNDERSTANDING OF SCIENCE

This article describes two related studies that began to explore the validity of scores from select-and-fill-in (SAFI) concept map assessments as measures of students’ connected understanding of science. Scores from SAFI maps created for this purpose and used with middle school students and undergraduate astronomy students possessed high internal consistency and exhibited large mean increases with increased domain exposure. SAFI scores were strongly related to scores from a standardized multiple-choice (MC) achievement measure for middle school students; work with individual students suggested that they used strategies requiring connected understanding to successfully complete the maps. SAFI scores from undergraduate students exhibited large relationships with scores from direct-instruction MC exams and scores from a relatedness ratings measure, taken together and separately. Results provide initial evidence of the validity of scores from SAFI maps as measures of connected understanding of science in middle school and undergraduate introductory science students.

Flexible, mastery‐oriented astrophysics sequence

This paper reports on the implementation and impact of a two‐semester mastery‐oriented astrophysics sequence for upper‐level physics–astrophysics majors designed to handle flexibly a wide range of student backgrounds. A Personalized System of Instruction (PSI) format was used, which facilitated frequent student–instructor interaction and role‐modeling behavior in class. Compared to students’ reactions to the same content in a lecture format, students reported the mastery‐oriented courses as helping them better to develop professional skills, competencies, and points of view; learn how professionals gain new knowledge in astrophysics; develop skills in oral and written expression; and learn fundamental principles and theories. These attitudes held up over three years of course development and evaluation.

Modeling energy outflow in stars

Do your students have difficulty visualizing how photons travel out of the Sun? Over 20 years, I have tried different ways to help students conceptualize a random walk, including computer simulations. But the method I found works the best with a wide range of students is a physical one that uses a clever toy: a Bumble Ball™

Report on using TIPS (Teaching Information Processing System) in teaching physics and astronomy

A computer‐managed instruction system, TIPS, has been used for over a decade in the teaching of diverse disciplines. This paper describes the recent use of TIPS in physics and astronomy courses at Kansas State University, Memphis State University, University of New Mexico, and University of Wisconsin–Green Bay. Student reactions to TIPS were largely positive, but the degree of success in improving student performance reported in many articles has not been observed.

PSI Astronomy Unit: Astrology—The Space Age Science?

This PSI unit may he used as a self-study guide or as part of a PSI or regular astronomy course to provide a simplified procedure for the casting of natal horoscopes.

Astrology in Introductory Astronomy Courses for Nonscience Specialists.

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 students fascination to promote a discussion on astrology and its relationship to astronomy and science in general.

An Astronomy Angulator

As I have refined my conceptual astronomy course, I have been struck by the major confusion exhibited by students on the topic of angles. People intuit that smaller angular size means greater distance, but rarely apply this knowledge to actual events, in part because they cannot easily measure angles. To assist in naked-eye observations, I devised a simple and inexpensive device to measure small angles.