Testing conceptual understanding in introductory astronomy

Abstract

Understanding students‟ prior beliefs about the nature of the Universe is a first step towards improving astronomy instruction. This article describes results from two diagnostic surveys testing understanding of astronomy concepts given to first, second and third-year St Andrews students taking astronomy and astrophysics modules.
We highlight results pertaining to the phases of the Moon, the cause of the seasons, planet temperatures and properties of comets, and discuss possible underlying reasons for student difficulties. We find that some misconceptions remain at higher levels, and that new knowledge may be incorporated into prior beliefs without a substantial conceptual change.