Enhancing student engagement and performance in high school astronomy through a differentiated homework approach

Svitlana L. Malchenko

doi:10.55056/seq.901

Authors

Svitlana L. Malchenko Kryvyi Rih State Pedagogical University Author https://orcid.org/0000-0001-8291-6642

DOI:

https://doi.org/10.55056/seq.901

Keywords:

astronomy education, differentiated instruction, homework, active learning, student engagement, educational technology

Abstract

Astronomy education at the high school level faces challenges in motivating students and addressing their diverse learning needs. Traditional homework often involves rote memorization and fails to engage students meaningfully with astronomy concepts. This paper presents an innovative approach to astronomy homework that incorporates differentiation, student choice, use of information technology, and a mix of standard problems and creative tasks. The approach was implemented with 49 grade 11 students in Ukraine. Although efficacy data is limited, teacher observations and student feedback indicate that differentiated homework enhanced engagement, effort, and conceptual understanding compared to traditional methods. Students completed more assignments and produced higher-quality work. Notably, students displayed more interest in astronomy and took greater ownership of their learning. Key components of the differentiated homework were the use of multi-modal tasks, real-world applications, collaborative activities, and integration of digital tools and online resources. Some challenges included the time required for individualized grading and the need for support to help teachers adapt their practices. This approach provides a promising model for transforming astronomy education to be more student-centered, active, and inclusive. With adaptation, it could potentially be applied across STEM disciplines.

Downloads

Download data is not yet available.

Abstract views: 531 / PDF views: 360

References

Albrecht, E. and Voelzke, M.R., 2010. Teaching of astronomy and scientific literacy [Enseñanza de la astronomía y la alfabetización]. Journal of Science Education, 11(1), pp.35–38. Available from: https://www.researchgate.net/publication/253452560.

Amidon, P. and Ebert, M., 2016. Computer Science Approach to Learning Astrophysics: Student Develops Open Source Software for Astronomy Curriculum. Proceedings of the International Astronautical Congress, IAC. International Astronautical Federation, IAF.

Aroca, S.C. and Silva, C.C., 2011. Teaching astronomy in an informal space: Observing the Sun and its sunspots [Ensino de astronomia em um espaço não formal: Observação do Sol e de manchas solares]. Revista Brasileira de Ensino de Fisica, 33(1). Available from: https://doi.org/10.1590/S1806-11172011000100013. DOI: https://doi.org/10.1590/S1806-11172011000100013

Austin, C., Impey, C.D., Hardegree-Ullman, K., Patikkal, A. and Ganesan, N., 2013. Teach Astronomy: An Online Resource for Introductory Astronomy Courses and Informal Learners. American Astronomical Society Meeting Abstracts #221. American Astronomical Society Meeting Abstracts, vol. 221, p.255.03. Available from: https://ui.adsabs.harvard.edu/abs/2013AAS...22125503A.

Chubko, N., Morris, J.E., McKinnon, D.H., Slater, E.V. and Lummis, G.W., 2019. Engaging adolescent Kyrgyzstani EFL students in digital storytelling projects about astronomy. Issues in Educational Research, 29(4), pp.1107–1130. Available from: https://www.iier.org.au/iier29/chubko-abs.html.

Danaia, L., McKinnon, D. and Fitzgerald, M., 2017. Ideal pictures and actual perspectives of junior secondary school science: comparisons drawn from Australian students in an astronomy education programme. Research in Science and Technological Education, 35(4), pp.445–460. Available from: https://doi.org/10.1080/02635143.2017.1344959. DOI: https://doi.org/10.1080/02635143.2017.1344959

Demirci, F. and Ozyurek, C., 2018. Astronomy Teaching Self-Efficacy Belief Scale: The Validity and Reliability Study. Journal of Education and Learning, 7(1), pp.258–271. Available from: https://doi.org/10.5539/jel.v7n1p258. DOI: https://doi.org/10.5539/jel.v7n1p258

Etkina, E., Matilsky, T. and Lawrence, M., 2003. Pushing to the edge: Rutgers astrophysics institute motivates talented high school students. Journal of Research in Science Teaching, 40(10), pp.958–985. Available from: https://doi.org/10.1002/tea.10118. DOI: https://doi.org/10.1002/tea.10118

Ferreira, M., Couto, R.V.L.D., Filho, O.L.D.S., Paulucci, L. and Monteiro, F.F., 2021. Teaching Astronomy: a didactic approach based on the Theory of General Relativity [Ensino de astronomia: uma abordagem didática a partir da Teoria da Relatividade Geral]. Revista Brasileira de Ensino de Fisica, 43, pp.1–13. Available from: https://doi.org/10.1590/1806-9126-RBEF-2021-0157. DOI: https://doi.org/10.1590/1806-9126-rbef-2021-0157

Fitzgerald, M., McKinnon, D.H., Danaia, L. and Deehan, J., 2016. A Large-Scale Inquiry-Based Astronomy Intervention Project: Impact on Students’ Content Knowledge Performance and Views of their High School Science Classroom. Research in Science Education, 46(6), pp.901–916. Available from: https://doi.org/10.1007/s11165-015-9486-6. DOI: https://doi.org/10.1007/s11165-015-9486-6

Fitzgerald, M.T., Hollow, R., Rebull, L.M., Danaia, L. and McKinnon, D.H., 2014. A review of high school level astronomy student research projects over the last two decades. Publications of the Astronomical Society of Australia, 31, p.e037. Available from: https://doi.org/10.1017/pasa.2014.30. DOI: https://doi.org/10.1017/pasa.2014.30

Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H. and Wenderoth, M.P., 2014. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), pp.8410–8415. Available from: https://doi.org/10.1073/pnas.1319030111. DOI: https://doi.org/10.1073/pnas.1319030111

Hollow, R., 2005. Engaging gifted science students through astronomy. Teaching and Learning Astronomy: Effective Strategies for Educators Worldwide. Cambridge University Press, vol. 9780521842624, pp.27–33. Available from: https://doi.org/10.1017/CBO9780511614880.007. DOI: https://doi.org/10.1017/CBO9780511614880.007

Hollow, R.P., 2000. The Student as Scientist: Secondary Student Research Projects in Astronomy. Publications of the Astronomical Society of Australia, 17(2), p.162–167. Available from: https://doi.org/10.1071/AS00162. DOI: https://doi.org/10.1071/AS00162

Huwe, P. and Field, S., 2015. Modern gravitational lens cosmology for introductory physics and astronomy students. Physics Teacher, 53(5), pp.266–270. Available from: https://doi.org/10.1119/1.4917429. DOI: https://doi.org/10.1119/1.4917429

Kutner, M.L., 2003. Astronomy: A Physical Perspective. 2nd ed. Cambridge University Press. Available from: https://doi.org/10.1017/CBO9780511802195. DOI: https://doi.org/10.1017/CBO9780511802195

Langston, G.I., Hearherly, S.A., Knudson, S., Smith, E., Prestage, R. and Klopf, E., 2018. Experience with Student-Constructed Telescopes for Radio Astronomy. 2018 2nd URSI Atlantic Radio Science Meeting, AT-RASC 2018. Institute of Electrical and Electronics Engineers Inc. Available from: https://doi.org/10.23919/URSI-AT-RASC.2018.8471636. DOI: https://doi.org/10.23919/URSI-AT-RASC.2018.8471636

Madura, T.I., Christian, C., Wild, T., Hurd, D., Harris, J., Bartolone, L., Silberman, K., McVoy, S. and Walker, K., 2022. Astronomy for students with visual impairments: Development of the career exploration lab. Revista Mexicana de Astronomia y Astrofisica: Serie de Conferencias, 54, pp.71–74. Available from: https://doi.org/10.22201/ia.14052059p.2022.54.15. DOI: https://doi.org/10.22201/ia.14052059p.2022.54.15

Malchenko, S.L., 2021. Organization of astronomy hometasks with the use of informational and communicative technologies for cognitive activity increase. Journal of Physics: Conference Series, 1840(1), p.012016. Available from: https://doi.org/10.1088/1742-6596/1840/1/012016. DOI: https://doi.org/10.1088/1742-6596/1840/1/012016

Malchenko, S.L., 2024. From smartphones to stargazing: the impact of mobile-enhanced learning on astronomy education. Science Education Quarterly, 1(1), p.1–7. Available from: https://doi.org/10.55056/seq.816. DOI: https://doi.org/10.55056/seq.816

Marušic, M. and Hadžibegovic, Z., 2018. Student attitudes towards astronomy: A bi-country questionnaire results. Revista Mexicana de Fisica E, 64(1), pp.61–69. Available from: https://doi.org/10.31349/REVMEXFISE.64.61. DOI: https://doi.org/10.31349/RevMexFisE.64.61

Odenwald, S.F. and Bailey, C.M., 2019. Gravimetric Detection of Earth’s Rotation Using Crowdsourced Smartphone Observations. IEEE Access, 7, pp.148131–148141. Available from: https://doi.org/10.1109/ACCESS.2019.2940901. DOI: https://doi.org/10.1109/ACCESS.2019.2940901

Palen, S. and Larson, A., 2019. Learning Astronomy by Doing Astronomy: Collaborative Lecture Activities. 2nd ed. W. W. Norton.

Pössel, M., 2019. Teaching cosmology with special relativity: Piecewise inertial frames as a model for cosmic expansion. European Journal of Physics, 40(2), p.025602. Available from: https://doi.org/10.1088/1361-6404/aaf2f7. DOI: https://doi.org/10.1088/1361-6404/aaf2f7

Salimpour, S., Tytler, R., Fitzgerald, M.T. and Eriksson, U., 2023. Is the Universe Infinite? Characterising a Hierarchy of Reasoning in Student Conceptions of Cosmology Concepts Using Open-Ended Surveys. Journal for STEM Education Research, 6(1), pp.102–129. Available from: https://doi.org/10.1007/s41979-023-00088-8. DOI: https://doi.org/10.1007/s41979-023-00088-8

Slater, E.V., Morris, J.E. and McKinnon, D., 2018. Astronomy alternative conceptions in pre-adolescent students in Western Australia. International Journal of Science Education, 40(17), pp.2158–2180. Available from: https://doi.org/10.1080/09500693.2018.1522014. DOI: https://doi.org/10.1080/09500693.2018.1522014

Susilawati, Kaniawati, I., Ramalis, T.R. and Rusdiana, D., 2020. Investigating Scientific Reasoning through Observation and Astronomy Practices on Student and Pre-service Physics Teacher. International Journal of Advanced Science and Technology, 29(3), pp.4857–4865. Available from: http://sersc.org/journals/index.php/IJAST/article/view/5703.

Trumper, R., 2001. A cross-age study of junior high school students’ conceptions of basic astronomy concepts. International Journal of Science Education, 23(11), pp.1111–1123. Available from: https://doi.org/10.1080/09500690010025085. DOI: https://doi.org/10.1080/09500690010025085

Trumper, R., 2001. A cross-college age study of science and nonscience students’ conceptions of basic astronomy concepts in preservice training for high-school teachers. Journal of Science Education and Technology, 10(2), pp.189–195. Available from: https://doi.org/10.1023/A:1009477316035. DOI: https://doi.org/10.1023/A:1009477316035

Trumper, R., 2006. Teaching future teachers basic astronomy concepts - Seasonal changes - At a time of reform in science education. Journal of Research in Science Teaching, 43(9), pp.879–906. Available from: https://doi.org/10.1002/tea.20138. DOI: https://doi.org/10.1002/tea.20138

Tsihouridis, C., Mitrakas, N., Batsila, M. and Vavougios, D., 2024. A Holistic View of Using Real and Virtual Models in Teaching Astronomy Concepts. In: M.E. Auer, U.R. Cukierman, E. Vendrell Vidal and E. Tovar Caro, eds. Towards a Hybrid, Flexible and Socially Engaged Higher Education. Cham: Springer Nature Switzerland, Lecture Notes in Networks and Systems, vol. 900, pp.104–115. Available from: https://doi.org/10.1007/978-3-031-52667-1_12. DOI: https://doi.org/10.1007/978-3-031-52667-1_12

Vaquerizo, J.Á., 2010. PARTNeR for teaching and learning radio astronomy basics. AIP Conference Proceedings, 1283, pp.239–248. Available from: https://doi.org/10.1063/1.3506065. DOI: https://doi.org/10.1063/1.3506065