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What to Cover and When
- from 3 - The Student Learning Process
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- By P.M. Sadler, Science Education Department, Harvard Smithsonian Center for Astrophysics and Harvard Graduate School of Education, Cambrdige MA, USA
- Edited by L. Gouguenheim, Observatoire de Paris, Meudon, D. McNally, University College London, J. R. Percy, University of Toronto
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- Book:
- New Trends in Astronomy Teaching
- Published online:
- 01 June 2011
- Print publication:
- 01 October 1998, pp 110-110
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- Chapter
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Summary
Imagine trying to teach reading to students who do not know the alphabet or driving to someone who does not know the purpose of the brake. As teachers, we have a view of what the fundamental ideas that our field are and make decisions about their coverage and order in our courses. Yet, research shows that students rarely have the foundation that we expect; they hold misconceptions about the physical world that actually inhibit the learning of many scientific concepts. Moreover, the metaphors that we employ for building student understanding: reliving the historical development of the field, journeying from the closest to farthest reaches of the universe, and observing the objects in the sky, are only based on our own beliefs in their effectiveness. Empirical evidence shows that they are of little value; there is rarely any lasting change in students’ conceptual understanding in science. Yet, by testing large populations, one can tease out the relative difficulty of astronomical conceptions, which misconceptions inhibit understanding of scientific ideas, and which concepts are prerequisites for others. These relationships allow the determination of an intrinsic structure of astronomical concepts, the way in which novices to experts appear to progress naturally through to an understanding of the field. Such a structure has application in the classroom. Certain ideas appear to be so fundamental to understanding light, scale, and gravity that no headway can be made until they are mastered. If we learn to set realistic goals for our students and teach the prerequisite notions prior to the more exotic ones, we may be able to optimize student learning and build understanding that outlasts the final exam.
The MicoObservatory Net
- from 1 - University Education
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- By K. Brecher, Department of Astronomy, Boston University, Boston MA, 02215, USA, P.M. Sadler, Harvard-Smithsonian Center for Astrophysics, Cambridge, MA 02138, USA
- Edited by L. Gouguenheim, Observatoire de Paris, Meudon, D. McNally, University College London, J. R. Percy, University of Toronto
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- Book:
- New Trends in Astronomy Teaching
- Published online:
- 01 June 2011
- Print publication:
- 01 October 1998, pp 37-37
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- Chapter
- Export citation
-
Summary
The MicroObservatory Net
Beginning in 1990, a group of scientists, engineers and educators based at the Harvard- Smithsonian Center for Astrophysics (CfA) developed a prototype of a small, inexpensive and fully integrated automated astronomical telescope and image processing system. The MicroObservatory combines the imaging power of a cooled CCD, with a self contained and weatherized reflecting optical telescope and mount. A microcomputer points the telescope and processes the captured images. Software for computer control, pointing, focusing, filter selection as well as pattern recognition have also been developed. The telescope was designed to be used by teachers for classroom instruction, as well as by students for original scientific research projects. Probably in no other area of frontier science is it possible for a broad spectrum of students (not just the gifted) to have access to state-of-the-art technologies that allow for original research projects. The MicroObservatory has also been designed to be used as a valuable new capture and display device for real-time astronomical imaging in planetariums and science museums. The project team has now built five second generation instruments. The new instruments will be tried with high school and university students and teachers, as well as with museum groups over the next two years.
Though originally designed for use in individual schools, we are now planning to make the MicroObservatories available to students, teachers and other individual users over the Internet. We plan to allow the telescopes to be controlled in real time or in batch mode, from a Macintosh or PC compatible computer. In the real-time mode, we hope to give individuals access to all of the telescope control functions without the need for an “onsite” operator.