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Richard N. Steinberg, Sebastien Cormier, and Adiel Fernandez
Common forms of testing of student understanding of science content can be misleading about their understanding of the nature of scientific thinking. Observational astronomy integrated with related ideas of force and motion is a rich context to explore the correlation between student content knowledge and student understanding of the scientific thinking about that content. In this paper, we describe this correlation in detail with a focus on a question about the relative motion of the Sun and the Earth. We find that high achieving high school students throughout New York City struggle with what constitutes scientific justification and thought processes, but can improve these skills tremendously in an inquiry-oriented summer astronomy-physics program.
Physical Review Special Topics - Physics Education Research: Volume 5, Issue 2, Pages 020104
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<a href="https://www.compadre.org/portal/items/detail.cfm?ID=9806">Steinberg, R, S. Cormier, and A. Fernandez. "Probing student understanding of scientific thinking in the context of introductory astrophysics." Phys. Rev. ST Phys. Educ. Res. 5, no. 2, (September 30, 2009): 020104.</a>
AIP Format
R. Steinberg, S. Cormier, and A. Fernandez, , Phys. Rev. ST Phys. Educ. Res. 5 (2), 020104 (2009), WWW Document, (https://doi.org/10.1103/PhysRevSTPER.5.020104).
AJP/PRST-PER
R. Steinberg, S. Cormier, and A. Fernandez, Probing student understanding of scientific thinking in the context of introductory astrophysics, Phys. Rev. ST Phys. Educ. Res. 5 (2), 020104 (2009), <https://doi.org/10.1103/PhysRevSTPER.5.020104>.
APA Format
Steinberg, R., Cormier, S., & Fernandez, A. (2009, September 30). Probing student understanding of scientific thinking in the context of introductory astrophysics. Phys. Rev. ST Phys. Educ. Res., 5(2), 020104. Retrieved December 3, 2024, from https://doi.org/10.1103/PhysRevSTPER.5.020104
Chicago Format
Steinberg, R, S. Cormier, and A. Fernandez. "Probing student understanding of scientific thinking in the context of introductory astrophysics." Phys. Rev. ST Phys. Educ. Res. 5, no. 2, (September 30, 2009): 020104, https://doi.org/10.1103/PhysRevSTPER.5.020104 (accessed 3 December 2024).
MLA Format
Steinberg, Richard, Sebastien Cormier, and Adiel Fernandez. "Probing student understanding of scientific thinking in the context of introductory astrophysics." Phys. Rev. ST Phys. Educ. Res. 5.2 (2009): 020104. 3 Dec. 2024 <https://doi.org/10.1103/PhysRevSTPER.5.020104>.
BibTeX Export Format
@article{
Author = "Richard Steinberg and Sebastien Cormier and Adiel Fernandez",
Title = {Probing student understanding of scientific thinking in the context of introductory astrophysics},
Journal = {Phys. Rev. ST Phys. Educ. Res.},
Volume = {5},
Number = {2},
Pages = {020104},
Month = {September},
Year = {2009}
}
Refer Export Format
%A Richard Steinberg %A Sebastien Cormier %A Adiel Fernandez %T Probing student understanding of scientific thinking in the context of introductory astrophysics %J Phys. Rev. ST Phys. Educ. Res. %V 5 %N 2 %D September 30, 2009 %P 020104 %U https://doi.org/10.1103/PhysRevSTPER.5.020104 %O application/pdf
EndNote Export Format
%0 Journal Article %A Steinberg, Richard %A Cormier, Sebastien %A Fernandez, Adiel %D September 30, 2009 %T Probing student understanding of scientific thinking in the context of introductory astrophysics %J Phys. Rev. ST Phys. Educ. Res. %V 5 %N 2 %P 020104 %8 September 30, 2009 %U https://doi.org/10.1103/PhysRevSTPER.5.020104 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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The AIP Style presented is based on information from the AIP Style Manual. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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