ORCID Profile
0000-0002-0387-3152
Current Organisations
Deakin University
,
IAU Office of Astronomy for Education/Max Planck Institute for Astronomy
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Publisher: Our Solar Siblings
Date: 12-2019
Publisher: Our Solar Siblings
Date: 18-10-2018
Publisher: Springer Science and Business Media LLC
Date: 07-09-2022
Publisher: Springer Science and Business Media LLC
Date: 26-01-2023
DOI: 10.1007/S41979-023-00088-8
Abstract: Cosmology presents students with ideas that stimulate their curiosity and brings together various concepts from STEM that call on a variety of reasoning types across multiple representational modes, involving subtleties of spacetime relations, a variety of models and evidence requiring multiple lines of high precision observations. This study investigated high school students’ levels and types of reasoning that frame their conceptions in different cosmology topics. An open-ended knowledge survey, the Cosmology Knowledge Survey (CosmoKS), was developed and implemented online to 286 high school students (aged 16–18 years) from Australia and Sweden. A modified version of the Structure of the Observed Learning Outcome (SOLO) taxonomy with four levels (pre-structural, uni-structural, multi-structural and relational) was used as a guide to analyse students’ open-ended and structured responses. This provided insights into the level and complexity of reasoning underpinning a variety of conceptions across the four dimensions of cosmology education: size and scale, spacetime location, composition of the universe and evolution of the universe. The study identified underlying patterns in student reasoning and conceptions in cosmology, summarised as (i) navigating spatial and temporal relations, (ii) counterintuitive concepts and (iii) language and everyday experience, especially intuition. The analysis led to the characterisation of a hierarchy of reasoning that helps identify sources of alternative conceptions and provided the basis for the development of a concept inventory and progression with broad implications.
Publisher: Springer Science and Business Media LLC
Date: 12-04-2021
Publisher: Springer Science and Business Media LLC
Date: 05-02-2022
DOI: 10.1007/S10763-022-10252-Y
Abstract: Cosmology concepts encompass complex spatial and temporal relations that are counterintuitive. Cosmology findings, because of their intrinsic interest, are often reported in the public domain with enthusiasm, and students come to cosmology with a range of conceptions some aligned and some at variance with the current science. This makes cosmology concepts challenging to teach, and also challenging to evaluate students’ conceptual understanding. This study builds on previous research of the authors investigating the methodological challenges for characterising students’ cosmology conceptions and the reasoning underlying these. Insights from student responses in two iterations of an open-ended instrument were used to develop a concept inventory that combined cosmological conceptions with reasoning levels based on the SOLO taxonomy. This paper reports on the development and validation of the Cosmology Concept Inventory (CosmoCI) for high school. CosmoCI is a 28-item multiple-choice instrument that was implemented with grade 10 and 11 school students ( n = 234) in Australia and Sweden. Using Rasch analysis in the form of a partial credit model (PCM), the paper describes a validated progression in student reasoning in cosmology across four conceptual dimensions, supporting the utility of CosmoCI as an assessment tool which can also instigate rich discussions in the science classroom.
Publisher: Our Solar Siblings
Date: 05-07-2020
Publisher: Springer Science and Business Media LLC
Date: 07-11-2022
DOI: 10.1007/S11191-022-00389-1
Abstract: Modern astronomy as a field of inquiry may be shaped by what we consider the “scientific” ways of knowing. However, the history of astronomy as a human endeavour dates back millennia before the “modern” notions of “science”. This long history means that astronomy is, at its core, built on a rich cultural ersity and history. This offers a rich potential that, while having been examined in various studies, has yet to be explored from a contextual pedagogical perspective. This paper offers an initial exploratory theoretical perspective on how social semiotics can be used to inform a conceptual framework. This approach not only brings notions of culture into the teaching and learning of astronomy but uses culture as the starting point in a way that does justice to the cultural ersity of the discipline and the world. In doing so, this paper develops two frameworks: (i) the Conceptual Framework for Culture in Astronomy Education and (ii) the Pedagogical Framework for Culture in Astronomy Education, both of these offer a novel approach to astronomy education.
Publisher: The Open Journal
Date: 26-02-2021
DOI: 10.21105/JOSS.02641
Publisher: Springer Science and Business Media LLC
Date: 10-03-2020
Publisher: Our Solar Siblings
Date: 18-10-2018
Publisher: Cambridge University Press (CUP)
Date: 12-2019
DOI: 10.1017/S1743921321000934
Abstract: Since January 2020, the International Astronomical Union has an Office of Astronomy for Education (OAE). The OAE, which joins the previously existing IAU Offices for Astronomy for Development (OAD), Astronomy Outreach (OAO) and Young Astronomers (OYA) is hosted at Haus der Astronomie, a center for astronomy education and outreach operated by the Max Planck Society in Heidelberg, Germany. This contribution outlines the mission of the OAE, the current state of the office, its background, mission and collaborative structure, as well as the activities that have already started or are planned for the future.
Publisher: American Physical Society (APS)
Date: 24-05-2021
Publisher: Our Solar Siblings
Date: 12-2019
Publisher: Our Solar Siblings
Date: 18-10-2018
Location: Germany
No related grants have been discovered for Saeed Salimpour.