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Research and Teaching: Conceptual Change in Introductory-Level Astronomy Courses

Journal of College Science Teaching—February 2000

As part of a project to transform an introductory astronomy course (Bisard and Zeilik, 1998), the authors developed, validated, and presented a set of multiple-choice questions to hundreds of students at the University of New Mexico (UNM) and Central Michigan University (CMU) over one semester to identify and track student misconceptions and how they change.
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