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Abstract Title: Addressing Student Needs in Instruction on the Expansion and Age of The Universe
Abstract: Recent scientific discoveries have bolstered the Hot Big Bang and Inflation cosmological models for the origin of the universe.  At Chicago State University we endeavor to bring these new findings to the introductory astronomy course through interactive tutorials and hands-on inquiry-based laboratory activities.  We have used science data-based resources as instructional aides to teach students about the expansion and age of the universe.  Student pre-course essays indicate that students enter the class with a wide range of ideas regarding the age of the universe.  Their essays and responses to pre-course surveys reveal that their ideas and the evidence they cite to support it are often incorrect.   We have begun to use analysis of student essays, pre-course surveys, pre and post laboratory assessments, course examinations, and interviews to investigate the extent to which the laboratory activities and tutorials are helping students overcome initial ideas and gain an understanding of this topic.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Geraldine L. Cochran
The Science House
North Carolina State University
Raleigh, NC 27695-8211
Phone: 919-513-7521
Fax: 919-515-7545
Co-Author(s)
and Co-Presenter(s)
Kim Coble, Virginia Hayes, Melissa Nickerson, Chicago State University;
Janelle M. Bailey, University of Nevada Las Vegas;
Lynn Cominsky, Kevin McLin, Sonoma State University