Astronomy Education Review

A survey of the science knowledge and attitudes toward science of nearly 10000 undergraduates at a large public university over a 20-year period included several questions addressing student beliefs in astrology and other forms of pseudoscience. The results from our data reveal that a large majority of students (78%) considered astrology “very” or “sort of” scientific. Only 52% of science majors said that astrology is “not at all” scientific. We find that students’ science literacy, as defined by the National Science Foundation in its surveys of the general public, does not strongly correlate with an understanding that astrology is pseudoscientific, and therefore belief in astrology is likely not a valid indicator of scientific illiteracy.

Hannah Sugarman

Chris Impey

Sanlyn Buxner

Jessie Antonellis

Astrology Beliefs among Undergraduate Students

本科生中的占星信仰

Paulo Sergio Bretones

Jorge Megid Neto

An Analysis of Papers on Astronomy Education in Proceedings of IAU Meetings from 1988 to 2006

1988年至2006年IAU会议论文集中天文学教育论文的分析

Cary Sneider

Varda Bar

Claudine Kavanagh

Learning about Seasons: A Guide for Teachers and Curriculum Developers

了解季节：教师和课程开发者的指南

Andrew Fraknoi

Good Reading from Other Sources on Astronomy Education and Outreach (Published in 2010)

其他来源的天文学教育和普及优秀阅读材料（2010年发表）

Victoria Bekeris

Flavia Bonomo

Edgardo Bonzi

Beatriz García

Guillermo Mattei

Diego Mazzitelli

Silvina Ponce Dawson

Constanza Sánchez Fernández de la Vega

Francisco Tamarit

Eratosthenes 2009/2010: An Old Experiment in Modern Times

Eratosthenes 2009/2010：现代时代的古老实验

This October would have marked the 12th anniversary of the first paper published in a new on-line journal called Astronomy Education Review (AER). Instead of celebrating that anniversary, however, it appears that we must face the fact that the journal will cease publication in its present form. After taking over the journal from its founding editors (Sidney Wolff and Andrew Fraknoi) and its founding publisher (the National Optical Astronomy Observatories) and subsidizing and publishing the journal for five years, the Council of the American Astronomical Society (with the advice of its Publications Board) decided that AER had too few papers, too few readers, and covered astronomy education too narrowly to be supported by the Society, with only a very small contribution from the Astronomical Society of the Pacific and a few small donations as outside income.

Astronomy Education Review: An Afterword

天文学教育评论：后记

Arthur Young

Stephen J. Shawl

Multiple Choice Testing for Introductory Astronomy: Design Theory Using Bloom's Taxonomy

入门天文学的多项选择测试：基于布鲁姆分类法的设计理论

R. Bruce Ward

Frank Sienkiewicz

Philip Sadler

Paul Antonucci

Jaimie Miller

Exploring the Hidden Structure of Astronomical Images: A “Pixelated” View of Solar System and Deep Space Features!

探索天文图像的隐藏结构：太阳系与深空特征的“像素化”视角！

The increasing use of interactive learning strategies in Astro 101 classrooms has led some instructors to consider the usefulness of a textbook in such classes. These strategies provide students a learning modality very different from the traditional lecture supplemented by reading a textbook and homework, and raises the question of whether the learning that takes place during such interactive activities is enough by itself to teach students what we wish them to know about astronomy. To address this question, assessment data is presented from an interactive class, which was first taught with a required textbook, and then with the textbook being optional. Comparison of test scores before and after this change shows no statistical difference in student achievement whether a textbook is required or not. In addition, comparison of test scores of students who purchased the textbook to those who did not, after the textbook became optional, also show no statistical difference between the two groups. The Light and Spectroscopy Concept Inventory (LSCI), a research-validated assessment tool, was given pre- and post-instruction to three classes that had a required textbook, and one for which the textbook was optional, and the results demonstrate that the student learning gains on this central topic were statistically indistinguishable between the two groups. Finally, the Star Properties Concept Inventory (SPCI), another research-validated assessment tool, was administered to a class for which the textbook was optional, and the class performance was higher than that of a group of classes in a national study.

Alexander L. Rudolph

Do You Always Need a Textbook to Teach Astro 101?

教天文101课非得用教科书吗？

Continuing our work from a previous study (Coble et al. 2013), we examine undergraduates’ ideas on the composition of the Universe as they progress through a general education astronomy integrated lecture and laboratory course with a focus on active learning. The study was conducted over five semesters at an urban minority-serving institution. The data collected include individual interviews (N1⁄4 15) and course artifacts (N 60), such as prelab surveys, and midterm and final exam questions in a variety of formats. We find that students easily obtain a superficial knowledge of the origins of the chemical elements and the existence of dark matter and dark energy, which they are generally unaware of pre-instruction. However, they are hindered in their ability to reproduce the argument for the existence of dark matter at least in part because of weaknesses in their graph-reading abilities.

Publication Information	Publisher: American Institute of Physics Inc.，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 2013，Proportion of original research papers: ，Self Citation Rate:， Gold OA Rate:

Astronomy Education Review

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