Identifying A Baseline for Teachers’ Astronomy Content Knowledge
A teacher’s scientific understanding has a dramatic impact on students’ ability to learn science. This article describes the results of administering the Astronomy Diagnostic Test to 142 science teachers in Wisconsin. The results show that these teachers are lacking a deep, coherent understanding of astronomy concepts. Implications for these results on professional development of in-service educators are suggested.
Brunsell, E., & Marcks, J. 2004, Astronomy Education Review, 3(2), p.38–46