A Review of Astronomy Education Research

By J. Bailey, T. Slater. 2003

169 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Strategy and Management

View Paper: https://www.semanticscholar.org/paper/a45264e3ae38ec0aefb33de86e1ba5df7d4cf970

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In Developmental and Educational Psychology

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In Strategy and Management

Citations in the corpus

Plausibility Judgments in Conceptual Change and Epistemic Cognition (2016, background): “For example, many people believe that Earth is closer to the sun in summer and find it incredible when they hear the scientific explanation; that is, Earth is actually farther from the sun during the northern hemisphere’s summer (Bailey & Slater, 2003).”
Some Assembly Required: How Scientific Explanations Are Constructed during Clinical Interviews. (2012, background): “They note, for example, that almost all of these articles identified what they call the ‘‘distance theory,’’ in which the seasons are explained by the earthmoving closer and farther from the sun (Atwood&Atwood, 1996; Bailey & Slater, 2003; Sadler, 1987, 1998; Trumper, 2000, 2001).”
Building a learning progression for celestial motion: Elementary levels from an earth‐based perspective (2010, background): “Astronomy education research has an extensive history of uncovering non-normative ideas and, to a lesser extent, on examining how specific instructional interventions may improve students’ understanding (Adams & Slater, 2000; Bailey & Slater, 2003; Kavanagh, 2007).”
Active learning increases student performance in science, engineering, and mathematics (2014, background): “The answer could also be part of a solution to the “pipeline problem” that some countries are experiencing in STEM education: For example, the observation that less than 40% of US students who enter university with an interest in STEM, and just 20% of STEM-interested underrepresented minority studen”
Big Ideas: A review of astronomy education research 1974–2008 (2010, background): “Bakas and Mikropoulos (2003) determined that while 64% of their sample of 11- to 13-yearold Greek students (n = 102) knew the real size of the Earth and the Sun, only 16% of the same students were able to correctly identify the relative distance of the Earth from the Sun.”