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dc.creatorCoble, Kim
dc.creatorConlon, Mallory
dc.creatorBailey, Janelle
dc.date.accessioned2023-03-07T20:01:13Z
dc.date.available2023-03-07T20:01:13Z
dc.date.issued2018-06-15
dc.identifier.issn2469-9896
dc.identifier.doihttp://dx.doi.org/10.34944/dspace/8346
dc.identifier.urihttp://hdl.handle.net/20.500.12613/8379
dc.description.abstractAs part of a larger project studying undergraduate students’ understanding of cosmology, we explored students’ ideas about the curvature of the Universe. We investigated preinstruction ideas held by introductory astronomy (ASTRO 101) students at three participating universities and postinstruction ideas at one. Through thematic analysis of responses to questions on three survey forms and preinstruction interviews, we found that prior to instruction a significant fraction of students said the Universe is round. Students’ reasoning for this included that the Universe contains round objects, therefore it must also be round, or an incorrect idea that the big bang theory describes an explosion from a central point. We also found that a majority of students think that astronomers use the term curvature to describe properties, such as dimensions, angles, or size, of the Universe or objects in the Universe, or that astronomers use the term curvature to describe the bending of space due to gravity. Students are skeptical that the curvature of the Universe can be measured, to a greater or lesser degree depending on question framing. Postinstruction responses to a multiple-choice exam question and interviews at one university indicate that students are more likely to correctly respond that the Universe as a whole is not curved postinstruction, though the idea that the Universe is round still persists for some students. While we see no evidence that priming with an elliptical or rectangular map of the cosmic microwave background on a postinstruction exam affects responses, students do cite visualizations such as diagrams among the reasons for their responses in preinstruction surveys.
dc.format.extent18 pages
dc.languageEnglish
dc.language.isoeng
dc.relation.ispartofFaculty/ Researcher Works
dc.relation.haspartPhysical Review Physics Education Research, Vol. 14, Iss. 1
dc.relation.isreferencedbyAmerican Physical Society
dc.rightsAttribution CC BY
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectStudent preparation
dc.subjectPhysics education research
dc.titleInvestigating undergraduate students’ ideas about the curvature of the Universe
dc.typeText
dc.type.genreJournal article
dc.description.departmentTeaching and Learning
dc.relation.doihttps://doi.org/10.1103/physrevphyseducres.14.010144
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.schoolcollegeTemple University. College of Education and Human Development
dc.creator.orcidBailey|0000-0001-9563-2016
dc.temple.creatorBailey, Janelle M.
refterms.dateFOA2023-03-07T20:01:13Z


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