Misconception based curriculum restructuring for freshmen earth science students via moon journal projects

Abstract

This project had the goal of taking the first earth science student project of the year, a journal of one lunar cycle, and modifying its curriculum to achieve higher student participation and scores. In addition a major aim was to improve the mastery of astronomy themed concepts within that thematic unit, especially as measured with common misconceptions related to its content. The treatment incorporated new or redesigned activities, use of models, labs, and unit assignments, assessment strategies, and measured academic growth using a newly implemented pretest and posttest. These results were compared to a pretest and posttest given on the subsequent thematic unit where curriculum was not modified. Data gathered showed that the curriculum that was reworked enabled greater test score growth despite challenges in student moon journal participation and scoring.