Realistic Explorations in Astronomical Learning (REAL)

Jennifer Wilhelm; Ronald Wilhelm; Merryn Cole

doi:10.1007/978-3-030-04952-2_5

Creating Project-Based STEM Environments pp 45-109 | Cite as

Realistic Explorations in Astronomical Learning (REAL)

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Jennifer Wilhelm
Ronald Wilhelm
Merryn Cole

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First Online: 06 February 2019

Abstract

Since the initial launch of REAL, we have implemented and researched its effectiveness with dozens of studies in over 20 middle schools in two states. We conducted professional development with 70 middle level science and/or mathematics teachers reaching more than 8000 students. These studies not only researched how students learned in a project-based instruction (PBI) environment but also compared gender differences in Earth/Space understandings. Control groups were also incorporated into our research design, and we examined differences in students’ learning by comparing the effects of business as usual (BAU) Earth/Space instruction with our PBI REAL unit. More recently we studied, at length, differences in teacher implementation (concerning the fidelity with which the curriculum was taught) and its effect on student learning outcomes (Lamar, Wilhelm, & Cole, 2018). One study examined how different gender groups and racial/ethnic groups performed on lunar content and spatial assessments within BAU and REAL classrooms (Wilhelm, Toland, & Cole, 2017).

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Appendix – Project Supplements

Moon Hoax Challenges

1.

Why were the stars missing from the black lunar sky?
2.

Why was the American flag waving when there is no air on the Moon?
3.

Why was there no blast crater beneath the Lunar Lander, where its powerful rocket engine had fired?
4.

Why was the crater in one of the Moon photos similar to one in Area 51?
5.

Why was there no engine noise from within the LEM (Lunar Excursion Module)?
6.

Why did the footprints remain after the blast of the powerful rocket engine?
7.

Why was there no dust on the footpads of the Lunar Lander after the blast of the rocket engine?
8.

Why was there no exhaust plume coming from the engine module upon the LEM departure?
9.

Why do the astronauts appear to be running as if on Earth when the speed of the Apollo film footage is doubled?
10.

How were the astronauts able to operate their chest-mounted cameras well enough to take thousands of photos with crystal clarity despite the bulkiness of their suits?
11.

Why were shadows cast in different directions when the Sun was the only light source?
12.

Why did astronauts and objects in the shadows appear to be backlit in the Moon photos?
13.

Why did the same hill appear in footage of the Apollo 16 mission on two separate days, at different locations?
14.

Why was a part of the crosshairs behind the Lunar Rover in one of the Moon photos?
15.

How were the astronauts able to survive passing through the Van Allen Radiation Belt?
16.

How were the astronauts able to survive the extreme temperatures of the Moon which were as low as 250 degrees below zero to 250 degrees above zero?
17.

Why did the lunar module appear in one photo and not appear in another with the same exact background?

Sample Project Rubric

Project Rubric (adapted from Kathy Schrock’s Guide for Educators http://www.schrockguide.net/assessment-and-rubrics.html.)
	4 (high)	3	2	1 (low)
Hypothesis/conjecture Sub-driving research question	Student(s) posed a thoughtful, creative question that engaged them in challenging or provocative research. The question breaks new ground or contributes to knowledge in a focused, specific area	Student(s) posed a focused question involving them in challenging research	Student(s) constructed a question that lends itself to readily available answers	Student(s) relied on teacher-generated questions or developed a question requiring little creative thought
Methods of investigation and data collection	Student(s) gathered their own data as well as information from a variety of quality electronic and print sources, including appropriate licensed databases. Sources are relevant and balanced and include critical readings relating to the research question or problem. Primary sources were included (if appropriate)	Student(s) gathered information from a variety of relevant sources – Print and electronic sources	Student(s) gathered information from a limited range of sources and displayed minimal effort in selecting quality resources	Student(s) gathered information that lacked relevance, quality, depth, and balance
Analysis of data	Student(s) carefully analyzed the information collected and drew appropriate and inventive conclusions supported by evidence. Voice of the student writer is evident	Student(s) product shows good effort was made in analyzing the evidence collected	Student(s) conclusions could be supported by stronger evidence. Level of analysis could have been deeper	Student(s) conclusions simply involved restating information. Conclusions were not supported by evidence
Data representation Graphs/charts/models and/or technologically generated visuals	Student(s) thoughtfully used representations and/or technologically produced visuals to assist them in their own understandings of the project research and to assist in the communication of their research findings	Student(s) representations related to their research project	Student(s) used visuals but did not adequately support or add to their research project	Student(s) used no representations of technologically produced visuals
Synthesis	Student(s) developed appropriate structure for communicating project findings, incorporating a variety of quality information. Logically and creatively organized with smooth transitions	Student(s) logically organized the product and made good connections among ideas	Student(s) could have put greater effort into organizing the product	Student(s) work is not logically or effectively structured
Documentation	Student(s) documented all sources. Sources are properly cited, both in-text/in-product and on work-cited/work-consulted pages/slides. Documentation is error-free	Student(s) documented sources with some care; sources are cited, both in-text/in-product and on work-cited/work-consulted pages/slides. Few errors noted	Student(s) need to use greater care in documenting sources. Documentation was poorly constructed or absent	Student(s) need to work on communicating more effectively and relate their findings to their original research question
Product/process	Student(s) effectively and creatively used appropriate communication tools to convey their conclusions and demonstrated thorough, effective research techniques. Student(s) answered their research question. Product displays creativity and originality	Student(s) effectively communicated the results of research to the audience	Student(s) showed limited evidence of thoughtful research	Student(s) showed little evidence of thoughtful research. Product does not effectively communicate research findings

Total points__________________________

Helpful Guide to Modeling Moon’s Path Using Geometers’ Sketchpad

In order to model the path and motion of the Moon, students needed to determine the orbital speed of the Moon (as it orbits the Earth) and the orbital speed of the Earth as it orbits the Sun and adjust relative speeds accordingly. Once in Geometers’ Sketchpad (GSP), students use the Compass Tool to draw a circle to model Earth’s path (making an assumption that it’s a circular path) with the Sun at the center. Using the Earth/Sun model distance, students can model the Moon’s distance from the Earth (however, a decrease by a factor of 10 is necessary due to screen limitations). Some scaling down adjustments are necessary due to screen size.

Creating the Moon’s Path in Geometer’s Sketchpad

1.

Using the Compass Tool in the left-hand menu, draw a circle (model of Earth’s path).
2.

Position your circle as close to the center of the screen as possible.
3.

You may adjust the size of the circle by clicking and dragging the red dot on the circle.
4.

You will want to leave approximately 2 cm of space all the way around your circle so that you can see the entire Moon’s path.
5.

Once your circle is just the way you want it, right click on the red dot on the circle and hide it.
6.

Select the Point Tool in the left-hand menu and place a dot (Earth model) on the circle.
7.

Select the dot at the center of your circle and the dot on the circle.
8.

Under Measure in the top toolbar, select Distance ➔ you will see the distance between the Sun-Earth model displayed in the top left-hand corner of the screen.
9.

With the Sun-Earth/Earth-Moon ratio and the Sun-Earth model distance, calculate the Earth-Moon model distance.
10.

Select the Straightedge Tool in the left-hand menu and draw a segment in the top right-hand corner of the screen (away from your circle).
11.

Select the segment only (not the endpoints).
12.

Under Measure in the top toolbar, select Length ➔ you will see the length of the segment displayed in the top left-hand corner of the screen.
13.

Adjust the length of the segment to match the length of the Earth-Moon model distance you calculated in #9 above, by clicking and dragging one of the endpoints of the segment.
14.

Select the segment only (not the endpoints) and the Earth model. (HINT: You can drag a box around the segment to highlight both the segment and the endpoints. Then, holding control, you can deselect the endpoints to leave just the segment highlighted.)
15.

Under Construct in the top toolbar, select Circle By Center+Radius (model of Moon’s path about the Earth).
16.

Select the Point Tool in the left-hand menu and place a dot (Moon) on the model of the Moon’s path.
17.

Under Display in the top toolbar, click Show Motion Controller.
18.

Select both the Earth and Moon models.
19.

Click the forward button on the Motion Controller.
20.

Under the Target Point menu on the Motion Controller, select only one point (either the Earth or the Moon model).
21.

Set the speed of the model that you have selected. (Hint: While keeping the ratio constant, you may want to adjust the scale of the speed so you can observe the path.)
22.

Repeat steps 20 and 21 for the other model.
23.

Select the Moon model only (you may need to pause the motion on the Motion Controller to do that).
24.

Under Display in the top toolbar, select Trace Point.

Note: You can highlight a point and then use the Properties option under the Edit menu to rename your points.

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Authors and Affiliations

Jennifer Wilhelm
- 1
Ronald Wilhelm
- 2
Merryn Cole
- 3

1.Department of STEM EducationUniversity of KentuckyLexingtonUSA
2.Department of Physics & AstronomyUniversity of KentuckyLexingtonUSA
3.Department of Teaching and LearningUniversity of Nevada Las VegasLas VegasUSA

Realistic Explorations in Astronomical Learning (REAL)

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