Journal of Astronomy & Earth Sciences Education (JAESE) https://www.clutejournals.com/index.php/JAESE <p><strong>Published since 2014</strong><br>ISSN 2374-6246 (print); ISSN 2374-6254 (online)<br>The Journal of Astronomy &amp; Earth Sciences Education (JAESE) publishes refereed papers that significantly contribute to the scholarly understanding of cutting edge issues across science education.</p> en-US Journals@CluteInstitute.com (Stephanie Clute) Contact@CluteInstitute.com (Clute Institute) Mon, 01 Jun 2020 00:00:00 +0000 OJS 3.2.0.3 http://blogs.law.harvard.edu/tech/rss 60 Drawing As A Method To Facilitate Conceptual Change In Earth Sciences Education https://www.clutejournals.com/index.php/JAESE/article/view/10354 <p>Communicating even fundamental scientific concepts can be challenging. Furthermore, student mental models are often difficult to uncover even by the most talented teacher or researcher. Drawing is a universal process skill widely used by scientists to refine their conceptions about a wide range of topics, communicate ideas, and advance scientific thought in their disciplines. Just as drawing is useful to scientists for refining their conceptions, it has the potential to be useful for revealing misconceptions when teaching from a conceptual change perspective of science students’ mental models. Using a design study methodology and framed within the knowledge integration perspective of conceptual change, this longitudinal study investigates the efficacy of a delimited-sketch activity on the conceptual change of novices’ mental models about groundwater residence. A delimited-sketch activity, the focal case of this study, involves (i) students drawing to expand upon a provided partially-drawn concept sketch and then (ii) collectively debriefing the ideas communicated in the completed student-expanded concept sketches. The activity’s efficacy at facilitating conceptual change is tested with two different sample populations at two different large public universities in the USA. The first population is drawn from an introductory-level college geoscience course designed for non-science majors and the second population is drawn from a similar course designed for science majors. The activity has a large significant impact on moving students away from novice-like toward more expert-like conceptions of groundwater residence. The impact is observed even two months after the activity concludes.</p> Leilani A. Arthurs, Chelsie M. Kowalski, Justin M. Elwonger Copyright (c) 2020 https://www.clutejournals.com/index.php/JAESE/article/view/10354 Mon, 01 Jun 2020 00:00:00 +0000 Who Are The Planetarians? A Demographic Survey Of Planetarium - Based Astronomy Educators https://www.clutejournals.com/index.php/JAESE/article/view/10355 <p>Over the last 100 years since the planetarium was invented and began to spread across the planet, discipline-based planetarium education researchers have worked diligently to catalog what concepts are taught in the planetarium and what audiences learn when attending a planetarium show. What is not clearly known is precisely ‘who’ it is that are teaching astronomy in planetaria. Numerous small-scale studies give hints about who plantarians are, but the existing participant demographics provided shed precious little insight about them as broad field of professional experts. Knowing “who planetarians are” is critical to education researchers who need to know when they are studying planetarium educators who are more or less typical of most people in the field and when, instead, they are studying people who are unusual outliers and far less representative of the broader population. As a first step toward obtaining a glimpse of who planetarium educators are, a brief survey was broadly distributed through contemporary social media networks frequented by planetarium educators posing the question, “who are you?” The results from 61 respondents showed that 90% had undergraduate degrees, half of which were in physics or astronomy, and 38% hold graduate degrees. Additionally, only 8% have amateur astronomy or hobbyist backgrounds or any substantive K-12 classroom teaching experience. Perhaps unique to planetarium-based astronomy educators, 38% report having extensive backgrounds in theater and performance, These findings suggest that planetarium educators are a fundamentally different sort of individual than those who teach K-12 astronomy or do outreach as an amateur astronomer and, as such, perhaps have very different professional development requirements and expectations from those other astronomy-education related professional development consumers.</p> Sara K. Schultz, Timothy F. Slater Copyright (c) 2020 Journal of Astronomy & Earth Sciences Education (JAESE) https://www.clutejournals.com/index.php/JAESE/article/view/10355 Mon, 01 Jun 2020 00:00:00 +0000 The Mystical Correspondence Between The Epoch Of The Hijra And The Biblical Year Of Creation Supported By A Tradition Mentioned By Abu Al-Fadl And Abd Al-Qadir Baduni https://www.clutejournals.com/index.php/JAESE/article/view/10356 <p>The connections between astronomy and timekeeping are longstanding. One approach to the teaching of Astronomy is it can serve as a unique platform to illustrate the advancement of science from ancient times along with the strong interrelation between science and religion. Here we chose to describe the influence of astronomical measurements that led to the determination of calendars with emphasis on the Islamic epoch: During the second century the Ethiopian Church placed the world’s year of creation (YOC) at exactly 5500 years before the Incarnation, thus expressing the view that it is related to the first day of the second half of the sixth millennium since their believed to be the YOC. The Ethiopian Church also believed that the astronomical visualization of the sky in the YOC which placed the vernal equinox and the newmoon in the same day, repeated itself in the year 5500. In a previous work we showed that “Astronomical coincidence" is a notion originated from Jews who believed that the YOC, Exodus, and the building of the Temple were mystically connected by similar rare newmoon events relative to the vernal equinox. Here we show that the founders of Islam believed in a similar mystical coincidence, explicitly that the 16th of July, 622 AD,- the epoch of the Islamic calendar-, is exactly the day in which the 6000th lunar year started after the biblical creation based on the number of solar years from creation as determined by Eusebius. We show that our astronomical calculations are in accordance with a tradition mentioned by Abu al-Fadl and Badauni.</p> Ariel Cohen Copyright (c) 2020 Journal of Astronomy & Earth Sciences Education (JAESE) https://www.clutejournals.com/index.php/JAESE/article/view/10356 Mon, 01 Jun 2020 00:00:00 +0000