Zeilik and Morris – 2003 – An Examination of Misconceptions in an Astronomy C
Using validated diagnostic questions (early versions of the Astronomy Diagnostic Test [ADT]), we identified misconceptions and tracked conceptual gains in two non-traditional college-level astronomy courses for science, mathematics, and engineering (SME) majors. We found large and robust gains overall, comparable to those in a non-traditional introductory course for non-SME students. We also discovered some disturbing misconceptions among the SME students, many of which are the same as those exhibited by non-SME majors. For both majors and non—majors, an attitude survey demonstrated a positive incoming belief that did not alter over one semester, but the SME majors did have higher (more positive) initial scores.
An Examination of Misconceptions in an Astronomy Course for Science, Mathematics, and Engineering Majors
Abstract
Using validated diagnostic questions (early versions of the Astronomy Diagnostic Test [ADT]), we identified misconceptions and tracked conceptual gains in two non-traditional college-level astronomy courses for science, mathematics, and engineering (SME) majors. We found large and robust gains overall, comparable to those in a non-traditional introductory course for non-SME students. We also discovered some disturbing misconceptions among the SME students, many of which are the same as those exhibited by non-SME majors. For both majors and non—majors, an attitude survey demonstrated a positive incoming belief that did not alter over one semester, but the SME majors did have higher (more positive) initial scores.
Date
02/07/2003
Citation
Zeilik, M., & Morris, V. J. (2003). An Examination of Misconceptions in an Astronomy Course for Science, Mathematics, and Engineering Majors. Astronomy Education Review, 2(1), 101–119. https://doi.org/10.3847/AER2003005
