Improving Conceptual Learning in Introductory Astronomy through Mental Model Building
Abstract
Misconceptions about the cause and process of the lunar phases persist for many students. In this project, the authors worked with over 350 students in introductory astronomy and physical science classes. Students completed an observational project based on the Mental Model Building methodology. Students recorded their preconceptions, then used their own 3-D observations of the Moon to build a revised, complete spatial model describing the lunar phases. Project evaluation was done using an established instrument, the Lunar Phases Concept Inventory (LPCI). Detailed analysis of pre- and post-project scores shows significant gains in student learning. Exploratory factor analysis of the LPCI questions indicate that there are two to three themes that can guide project improvements. Item analysis of the LPCI results indicate that most questions act as clear discriminators between the highest and lowest performing students on the post-project test, suggesting that the LPCI is a reliable tool for project evaluation.
Location
Concourse
Recommended Citation
Meyer, Angela Osterman; Mon, Manuel J.; and Hibbard, Susan T., "Improving Conceptual Learning in Introductory Astronomy through Mental Model Building" (2013). SoTL Commons Conference. 28.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2013/28
Improving Conceptual Learning in Introductory Astronomy through Mental Model Building
Concourse
Misconceptions about the cause and process of the lunar phases persist for many students. In this project, the authors worked with over 350 students in introductory astronomy and physical science classes. Students completed an observational project based on the Mental Model Building methodology. Students recorded their preconceptions, then used their own 3-D observations of the Moon to build a revised, complete spatial model describing the lunar phases. Project evaluation was done using an established instrument, the Lunar Phases Concept Inventory (LPCI). Detailed analysis of pre- and post-project scores shows significant gains in student learning. Exploratory factor analysis of the LPCI questions indicate that there are two to three themes that can guide project improvements. Item analysis of the LPCI results indicate that most questions act as clear discriminators between the highest and lowest performing students on the post-project test, suggesting that the LPCI is a reliable tool for project evaluation.
