A special collection highlighting the current state of the field of physics education research as it relates to astronomy education research. [Editorial]
A special collection highlighting the current state of the field of physics education research as it relates to astronomy education research. [Editorial]
Past research on students’ understanding of cosmological time informs a proposed research and instructional agenda.
Review of astronomy education research literature involving spatial thinking and reasoning analyzes existing research approaches and makes recommendations for future efforts.
Astronomy instruction through online gaming shows encouraging but mixed results for student learning.
College nonscience majors use essays to argue for and against the position that ancient astronomers were scientists, and improve their understanding of the nature of scientific inquiry in the process.
College introductory astronomy students’ basic science knowledge has remained relatively unchanged over the years, with demographics, beliefs, and attitudes accounting for little of the variance.
The development of a learning progression for stellar structure and evolution is iteratively improved using interview data with high school students participating in multiple implementations of targeted astronomy teaching interventions.
Students believe the Universe to be round but often refer to properties of the Universe itself or objects in it.
Differences in student learning from astronomy images across multiple conditions suggests implications for the design of visual representations in astronomy education.
Case studies of two female doctoral students show complex identity trajectories that are both supported and constrained by the culture of astrophysics.
Effective scientist-teacher partnerships, as defined by those in them, require positive collaborative actions in addition to supportive and productive characteristics and dispositions.
Participants in a year-long astronomy professional development program can be classified along a spectrum of motivations, but said classification can also shift over time.
Item response theory evaluation of light and spectroscopy concept inventory national data set yields methodological and instructional insights.
Middle school teachers’ confidence in their own spatial-scientific reasoning skills influences what and how they teach about lunar phases.
Participation in course-based research experiences in astronomy can lead to a variety of desired cognitive and affective outcomes.
