Identifying A Baseline for Teachers’ Astronomy Content Knowledge
Abstract
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.
Date
01/01/2004
Citation
Brunsell, E., & Marcks, J. 2004, Astronomy Education Review, 3(2), p.38–46
