Journal of Astronomy & Earth Sciences Education (JAESE) https://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> Clute Institute en-US Journal of Astronomy & Earth Sciences Education (JAESE) 2374-6246 Editors Note: Your Article Benefits From A Compelling Conclusion https://clutejournals.com/index.php/JAESE/article/view/10287 <p>In this era of Internet-based, open-access journals, the careful construction of a powerful conclusion section is vital to publishing an influential and highly cited paper. The most compelling opening paragraphs for the conclusion section clearly provides: (i) the overarching question that the study is trying to answer; (ii) a simplified statement about the method used to gather evidence; (iii) an unambiguously clear answer to the research question; (iv) a paragraph about why we as a community should care about these results; and (v) a specific listing of what the next fruitful steps are needed by the broader research community. By following this simply five-step formula, authors are much more likely to provide readers—and peer reviewers—with a compelling conclusion section that results in a more frequently cited and widely influential paper.</p> Timothy F. Slater Copyright (c) 2019 Clute Institute https://creativecommons.org/licenses/by/3.0/ 2019-09-16 2019-09-16 6 1 i v 10.19030/jaese.v6i1.10287 A Logistic Regression Model Comparing Astronomy And Non-Astronomy Teachers In Québec’s Elementary Schools https://clutejournals.com/index.php/JAESE/article/view/10288 <p>Based on the results of an online survey of 500 Québec’s elementary (K-6) teachers conducted in 2015 that probed the way respondents teach astronomy to their classrooms, their background in S&amp;T, their pre-service education, their aims and goals for astronomy teaching, their attitude toward teaching astronomy, the resources and materials they use, their view on the effectiveness of pre- and in-service training, and their need for in-service training, we present a logistic regression model comparing elementary teachers in our survey that teach astronomy to their class (“Astronomy” teachers, N = 244) and those who don’t (“Non-astronomy” teachers, N = 256), to reveal factors that seem to facilitate or hinder astronomy teaching in Québec’s elementary classrooms. Based on the model, several ways to enhance the teaching of astronomy in Québec’s K-6 classrooms are proposed: offer high-quality pre- and in-service training in astronomy to elementary teachers, raise the profile of science teaching in elementary schools, and help teachers realize the importance of teaching astronomy in their classrooms to cover the curriculum standards.</p> Pierre Chastenay Martin Riopel Copyright (c) 2019 Clute Institute https://creativecommons.org/licenses/by/3.0/ 2019-06-01 2019-06-01 6 1 1 16 10.19030/jaese.v6i1.10288 What Is The Impact Of Collaborative Exams On Learning And Attitudes In Introductory Astronomy Classes? https://clutejournals.com/index.php/JAESE/article/view/10289 <p>We present results of a two-semester study to gauge the impact of collaborative two-stage exams on student learning and attitudes in university-level introductory astronomy classes for non-science majors. In the collaborative two-stage exam setting, students first completed an exam individually, and then they reconsidered a subset of exam questions within their previously established groups, discussing the questions with their peers to arrive at a common answer.Students took three to four exams during the semester using this format. At mid-semester, we surveyed the students to gauge their attitudes about collaborative work and its perceived influence on their exam preparation and performance. At the end of the semester, students sat an individual-only final exam, which contained all previous collaborative-phase questions, as well as a subset of questions seen only on the individual portions of the exams. When we compare the normalized gain on final exam questions that were included in the collaborative portions to that on questions found in only the individual portions, we find higher normalized gains in general for questions encountered on the collaborative portions of the exams. These gains are accompanied by a statistically significant effect size (Cohen’s d). We note, however, that this improved performance appears to be dependent upon several factors. Those factors might include diminished retention over time, the assessment of overly complex concepts, and concept saturation. Our mid-semester survey indicates that the collaborative experience appears have a positive influence on their overall attitudes and their study habits.</p> Scott T. Miller C. Renée James Copyright (c) 2019 Clute Institute https://creativecommons.org/licenses/by/3.0/ 2019-06-01 2019-06-01 6 1 17 30