Journal of Astronomy & Earth Sciences Education (JAESE) 2019-06-03T16:15:52+00:00 Stephanie Clute Open Journal Systems <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> Does Your Article Need A Methods Or Methodology Sub-Section? 2019-06-03T16:15:52+00:00 Timothy F. Slater <p>In the process of writing a discipline-based science education research article for the Journal of Astronomy &amp; Earth Sciences Education, authors are faced with the question of titling each of the article’s subjections. Some editors and authors advocate a METHODS section whereas others advocate for a METHODOLOGY(IES) section.&nbsp; What do we currently prefer in JAESE?&nbsp; The answer is an unsatisfying, “it depends.”&nbsp; The vast majority of papers in the JAESE Journal of Astronomy &amp; Earth Sciences Education use a traditional METHODS section because most—but certainly not all—papers to date describe studies in which the method of inquiry is based on a balance of pragmatism, cost, usefulness, and actionable information.&nbsp; This is in contrast to a METHODOLOGY section, which takes time to argue for why a particular approach will be most fruitful for the question at hand.&nbsp; A robust mix of both are vitally important across the broader discipline-based science education researcher community.&nbsp;</p> 2018-12-04T00:00:00+00:00 Copyright (c) 2018 Journal of Astronomy & Earth Sciences Education (JAESE) Exploring Differences Among Student Populations During Climate Graph Reading Tasks: An Eye Tracking Study 2019-06-03T16:15:52+00:00 Rachel M. Atkins Karen S. McNeal <p>Communicating climate information is challenging due to the interdisciplinary nature of the topic along with compounding cognitive and affective learning challenges. Graphs are a common representation used by scientists to communicate evidence of climate change. However, it is important to identify how and why individuals on the continuum of expertise navigate graphical data differently as this has implications for effective communication of this information. We collected and analyzed eye-tracking metrics of geoscience graduate students and novice undergraduate students while viewing graphs displaying climate information. Our findings indicate that during fact-extraction tasks, novice undergraduates focus proportionally more attention on the question, title and axes graph elements, whereas geoscience graduate students spend proportionally more time viewing and interpreting data. This same finding was enhanced during extrapolation tasks. Undergraduate novices were also more likely to describe general trends, while graduate students identified more specific patterns. Undergraduates who performed high on the pre-test measuring graphing skill, viewed graphs more similar to graduate students than their peers who performed lower on the pre-test.</p> 2018-12-04T00:00:00+00:00 Copyright (c) To Teach Or Not To Teach Astronomy, That Is The Question: Results Of A Survey Of Québec’s Elementary Teachers 2019-06-03T16:15:51+00:00 Pierre Chastenay <p>To determine the extent of astronomy teaching in Quebec’s schools, we conducted an online survey of 500 Québec’s elementary (K-6) teachers between January and March 2015. With a 35-items questionnaire, we wanted to find out how these elementary teachers teach astronomy (or not) to their classrooms, what is their background in Science &amp; Technology (S&amp;T), what pre-service education they received, the reasons why they teach astronomy or not to their students, the resources and materials they have at their disposal, their perception of the effectiveness of pre- and in-service training they received, and their perceived needs for in-service training. Results show that the majority of teachers surveyed didn’t study science beyond high school and have had no experience in S&amp;T employment before becoming a teacher. We also found that only half of the teachers surveyed actually teach astronomy to their class, mostly by using reading and writing material, and that 39% of “Astronomy teachers” in our sample teach astronomy to their class between 6 and 10 hours per year. Major hurdles to astronomy teaching perceived by the teachers in our survey are a lack of experience and training in astronomy, a lack of resources and equipment, inadequate classroom arrangement, and their own, self-perceived incompetence in astronomy. Pre-service education in astronomy, in science and in science teaching is also considered mainly unsatisfactory, or non-existent in the case of astronomy; in-service training in astronomy is mainly composed of conversations with colleagues. Most respondents thus consider in-service training in astronomy to be inefficient or inexistent.</p> 2018-12-04T21:38:12+00:00 Copyright (c) Video Killed the Writing Assignment 2019-06-03T16:15:51+00:00 Nicolle Zellner <p>An introductory Astronomy survey course is often taken to satisfy a college graduation requirement for non-science majors at colleges around the United States. In this course, material that can be broadly categorized into topics related to “the sky”, “the Solar System”, “the Galaxy”, and “cosmology” is discussed. Even with the wide variety of topics in these categories, though, students may not be 100% interested in the course content, and it is almost certain that a specific topic about which a student wishes to learn is not covered. To at least partly address these issues, to appeal to all of the students in this class, and to allow students to explore topics of their choice, a video project has been assigned to students at Albion College as a class activity. In this assignment, students are asked to create a video of a famous (or not) astronomer, astronomical object or discovery, or telescope observatory to present to the class. Students work in pairs to create a video that is original and imaginative and includes accurate scientific content. For this project, then, students use a familiar technology and exercise their creativity while learning a little (or a lot of) science along the way. Herein data on types and topics of videos, examples of videos, assignment requirements and grading rubrics, lessons learned, and student comments will be discussed and shared.</p> 2018-12-04T21:53:05+00:00 Copyright (c) Evaluating Strategies To Collect Micrometeorites From Rainwater For Citizen Scientists 2019-06-03T16:15:51+00:00 Mel Blake James McKee Richard Statom Chiong Qiu Francis Menapace <p>Micrometeorites originate from small pieces of rock from space colliding with the Earth’s atmosphere at high velocity, such as the Perseid meteors which hit the atmosphere at 60 km/s. When they do so, they burn up, causing a flash of light that we see as a meteor.&nbsp; Many groups have been successful collecting these particles using various devices.&nbsp; Such activities make great science projects for middle and high school students, and we plan to start a program to train students in the collecting methods and get them interested in science, technology, engineering and math (STEM) careers.&nbsp; Various methods are used to collect micrometeorites from rainwater, but little work has been done to assess the most efficient method of collecting these particles from space and then analyzing them.&nbsp; Before we began our citizen science project, we determined that it was necessary to conduct a pilot project to determine the most effective method of collecting micrometeorites from rainwater.&nbsp; Four collecting methods were tried and the method that collected the most micrometeorites was also the simplest, that being a simple bucket under the downspout of the gutter system of a house and a magnet which is then run through the bucket to gather the meteorites.</p> 2018-12-04T22:12:59+00:00 Copyright (c)