CONTEMPORARY DISCIPLINE-BASED ASTRONOMY EDUCATION RESEARCH STUDY OF K-12 TEACHERS’ ASTRONOMY KNOWLEDGE USING THE TEST OF ASTRONOMY STANDARDS

2.50
Hdl Handle:
http://hdl.handle.net/11290/607961
Title:
CONTEMPORARY DISCIPLINE-BASED ASTRONOMY EDUCATION RESEARCH STUDY OF K-12 TEACHERS’ ASTRONOMY KNOWLEDGE USING THE TEST OF ASTRONOMY STANDARDS
Authors:
Stork, Debra J.
Abstract:
A conventional constructivist approach to science teacher education calls for teachers and teacher educators to understand the prior knowledge their learners have when entering the learning environment. Teachers in many fields of science have lacked substantive opportunities to have formal college-level coursework in their assigned teaching domains. In the earth sciences, astronomy in particular, teachers have a generally acknowledged deficiency in formal college astronomy coursework. Consequently, teacher educators and professional development providers would benefit greatly from knowing the existing astronomy prior knowledge state of future and in- service teachers. This study uses a widely recognized conceptual assessment inventory to examine the existing knowledge state of teachers tasked with teaching basic astronomy concepts dictated by national science education reform documents. The Test Of Astronomy STandards (TOAST) assessment instrument is a 27 item multiple-choice survey tightly aligned to the consensus learning goals articulated by the American Astronomical Society, Achieve, Inc.’s Next Generation Science Standards (NGSS), the American Association for the Advancement of Science’s (AAAS) Project 2061 Benchmarks, and the National Research Council’s National Science Education Standards (NSES). In addition to documenting deficits in teachers’ understanding of astronomy concepts related to sky motions, solar system dynamics, and size and structure of the universe, this study provides a detailed item by item distractor analysis to determine the sensitivity and effectiveness of each item and compares those results to the existing literature on the teaching and learning of astronomy. The results of this study of more than 500 teachers provides a contemporary evaluation of K-12 teachers’ overall understanding of astronomy concepts outlined in modern science education reform and policy documents in the United States.
Affiliation:
University of Wyoming
Issue Date:
2014
URI:
http://hdl.handle.net/11290/607961
Submitted date:
2015-09-26
Document Source:
Dissertation/Thesis
Language:
English Paper
Type Of Resource:
Empirical Research
Empirical Methodology:
Quantitative
Learning Environment:
Formal
Subjects:
In-Service Teachers
Construct:
Content Knowledge
Content:
General/Broad Knowledge of Astronomy Content
Nation:
USA
Appears in Collections:
Astronomy Education Research

Full metadata record

DC FieldValue Language
dc.contributor.authorStork, Debra J.en
dc.date.accessioned2016-05-04T08:58:51Zen
dc.date.available2016-05-04T08:58:51Zen
dc.date.issued2014en
dc.date.submitted2015-09-26en
dc.identifier.urihttp://hdl.handle.net/11290/607961en
dc.description.abstractA conventional constructivist approach to science teacher education calls for teachers and teacher educators to understand the prior knowledge their learners have when entering the learning environment. Teachers in many fields of science have lacked substantive opportunities to have formal college-level coursework in their assigned teaching domains. In the earth sciences, astronomy in particular, teachers have a generally acknowledged deficiency in formal college astronomy coursework. Consequently, teacher educators and professional development providers would benefit greatly from knowing the existing astronomy prior knowledge state of future and in- service teachers. This study uses a widely recognized conceptual assessment inventory to examine the existing knowledge state of teachers tasked with teaching basic astronomy concepts dictated by national science education reform documents. The Test Of Astronomy STandards (TOAST) assessment instrument is a 27 item multiple-choice survey tightly aligned to the consensus learning goals articulated by the American Astronomical Society, Achieve, Inc.’s Next Generation Science Standards (NGSS), the American Association for the Advancement of Science’s (AAAS) Project 2061 Benchmarks, and the National Research Council’s National Science Education Standards (NSES). In addition to documenting deficits in teachers’ understanding of astronomy concepts related to sky motions, solar system dynamics, and size and structure of the universe, this study provides a detailed item by item distractor analysis to determine the sensitivity and effectiveness of each item and compares those results to the existing literature on the teaching and learning of astronomy. The results of this study of more than 500 teachers provides a contemporary evaluation of K-12 teachers’ overall understanding of astronomy concepts outlined in modern science education reform and policy documents in the United States.en
dc.description.provenanceMade available in DSpace on 2016-05-04T08:58:51Z (GMT). No. of bitstreams: 1 62149afe-163b-4f62-86cb-49e39f4b1234.pdf: 719955 bytes, checksum: 14bbfc47dffe93ca5e30cedd80cd09b8 (MD5) Previous issue date: 2014en
dc.language.isoEnglish Paperen
dc.titleCONTEMPORARY DISCIPLINE-BASED ASTRONOMY EDUCATION RESEARCH STUDY OF K-12 TEACHERS’ ASTRONOMY KNOWLEDGE USING THE TEST OF ASTRONOMY STANDARDSen
dc.typeDissertation/Thesisen
dc.contributor.departmentUniversity of Wyomingen
dc.type.resourceEmpirical Researchen
dc.istar.learningenvironmentFormalen
dc.istar.constructContent Knowledgeen
dc.istar.contentGeneral/Broad Knowledge of Astronomy Contenten
dc.istar.nationUSAen
dc.istar.empiricalmethodologyQuantitativeen
dc.istar.subjectIn-Service Teachersen
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