Ancient Indian Astronomy in Introductory Texts

NASA Astrophysics Data System (ADS)

Narahari Achar, B. N.

1997-10-01

It is customary in introductory survey courses in astronomy to devote some time to the history of astronomy. In the available text books only the Greek contribution receives any attention. Apart from Stonehenge and Chichenitza pictures, contributions from Babylon and China are some times mentioned. Hardly any account is given of ancient Indian astronomy. Even when something is mentioned it is incomplete or incorrect or both. Examples are given from several text books currently available. An attempt is made to correct this situation by sketching the contributions from the earliest astronomy of India, namely Vedaanga Jyotisha.

Exploring the Universe: An Introductory Bibliography in Astronomy.

ERIC Educational Resources Information Center

Fraknoi, Andrew

Arranged in five sections, this annotated bibliography cites over 40 introductory level resources on astronomy published between 1972 and 1981. A note on the availability of these resources precedes sections covering general introductory books, magazines featuring non-technical articles, general books for readers with slight background,…

Teaching Astronomy Using Tracker

ERIC Educational Resources Information Center

Belloni, Mario; Christian, Wolfgang; Brown, Douglas

2013-01-01

A recent paper in this journal presented a set of innovative uses of video analysis for introductory physics using Tracker. In addition, numerous other papers have described how video analysis can be a meaningful part of introductory courses. Yet despite this, there are few resources for using video analysis in introductory astronomy classes. In…

Worldviews of Introductory Astronomy Students

NASA Astrophysics Data System (ADS)

Green, Chrystin; Wallace, C. S.; Brissenden, G.; Prather, E. E.; Collaboration of Astronomy Teaching Scholars (CATS)

2014-01-01

As a part of a larger project to study introductory astronomy students’ worldviews and beliefs about the role of science in society, we examined students’ responses to a subset of questions designed to probe students’ worldviews and how they change after taking a general education, introductory astronomy course (Astro 101). Specifically, we looked at about 400 students’ choices for the top ten scientific discoveries in the past 150 years. We collected students’ rankings twice: Once at the start of their Astro 101 class and once at the end. We created a rubric that we used to categorize the responses and we established the inter-rater reliability of the rubric. Our results show that students preferentially answered with topics related to technology and health and medicine. The data also show that there was an increase, pre- to post-instruction, in the number of responses in the technology and health and medicine categories. We also saw a decrease in the number of responses in the science category. These results imply that an aspect of the course specifically implemented to broaden student’s views on science in relation to society was successful. This material is based upon work supported by the National Science Foundation under Grant No. AST-0847170, for the California-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE) program. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Fostering the Development of Quantitative Life Skills through Introductory Astronomy: Can it be Done?

NASA Astrophysics Data System (ADS)

Follette, Katherine B.; McCarthy, D. W.

2012-01-01

We present preliminary results from a student survey designed to test whether the all-important life skill of numeracy/quantitative literacy can be fostered and improved upon in college students through the vehicle of non-major introductory courses in Astronomy. Many instructors of introductory science courses for non-majors would state that a major goal of our classes is to teach our students to distinguish between science and pseudoscience, truth and fiction, in their everyday lives. It is difficult to believe that such a skill can truly be mastered without a fair amount of mathematical sophistication in the form of arithmetic, statistical and graph reading skills that many American college students unfortunately lack when they enter our classrooms. In teaching what is frequently their "terminal science course in life” can we instill in our students the numerical skills that they need to be savvy consumers, educated citizens and discerning interpreters of the ever-present polls, studies and surveys in which our society is awash? In what may well be their final opportunity to see applied mathematics in the classroom, can we impress upon them the importance of mathematical sophistication in interpreting the statistics that they are bombarded with by the media? Our study is in its second semester, and is designed to investigate to what extent it is possible to improve important quantitative skills in college students through a single semester introductory Astronomy course.

Using Computers in Introductory Astronomy Courses

NASA Astrophysics Data System (ADS)

Deming, Grace L.

1995-12-01

Computer literacy is fast becoming a focal point in undergraduate education. Scientific literacy has been a continuing goal of undergraduate programs across the nation and a course in introductory astronomy is often used to satisfy such science requirements. At U. MD an introduction to computer skills is being integrated into our astronomy curriculum for non-science majors. The campus is adequately equipped with computer labs, yet many students enter college without basic computer skills. In Astronomy 101 (General Astronomy) students are introduced to electronic mail, a Listserver, and the world wide web. Students in this course are required to register for a free campus computer account. Their first assignment is to use e-mail to subscribe to the class Listserver, Milkyway. Through Milkyway, students have access to weekly lecture summaries, questions to review for exams, and copies of previous exams. Using e-mail students may pose questions, provide comments, or exchange opinions using Milkyway, or they may e-mail the instructor directly. Studies indicate that using e-mail is less intimidating to a student than asking a question in a class of 200 students. Monitoring e-mail for student questions has not been a problem. Student reaction has been favorable to using e-mail, since instructor office hours are not always convenient, especially to commuting or working students. Through required assignments, students receive an introduction to accessing information on the world wide web using Netscape. Astronomy has great resources available on the Internet which can be used to supplement and reinforce introductory material. Assignments are structured so that students will gain the techniques necessary to access available information. It is hoped that students will successfully apply the computer skills they learn in astronomy class to their own fields and as life-long learners. We have found that students comfortable with computers are willing to share their knowledge

Does Taking an Introductory Astronomy Course Increase Student Understanding of the Nature of Science?

NASA Astrophysics Data System (ADS)

Duncan, Douglas K.; Arthurs, L.; CATS

2009-01-01

Surveys of those who teach Astro 101 say that increasing students’ understanding of the nature and process of science is an important goal. It is also one of the justifications for the "breadth requirement” that supports most of the Astro 101 enterprise in the US. However, little work has been done to measure if this goal is achieved. We interviewed 60 students drawn from two introductory astronomy classes at the beginning and end of the course. Each student was asked 9 questions concerning the nature of science and how it is applied. One of the two introductory classes made a special point of explicitly discussing the nature of science and "science vs. pseudoscience.” Otherwise the two classes were similar. We are investigating how students changed in 4 areas: 1. Do they understand what science is? 2. Do they have the ability to think scientifically themselves? 3. Can they distinguish believable scientific results from bogus ones? 4. Do students develop "basic science literacy?" In addition to the interviews we gave the Epistemological Beliefs Assessment for Physical Science (EBAPS, Elby et al. 2001; www.flaguide.org) to approximately 300 students. Initial results will be reported in our poster, and full results in a publication expected in early 2009. In addition, the results of this study are being used to develop a survey instrument designed specifically for use with Astro 101 students to evaluate the effectiveness of instruction on their scientific attitudes and beliefs as a Collaboration of Astronomy Teaching Scholars (CATS) research project. We would like to thank the NSF for funding under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

Programming Wireless Handheld Devices for Applications in Teaching Astronomy

NASA Astrophysics Data System (ADS)

Budiardja, R.; Saranathan, V.; Guidry, M.

2002-12-01

Wireless technology implemented with handheld devices has attractive features because of the potential to access large amounts of data and the prospect of on-the-fly computational analysis from a device that can be carried in a shirt pocket. We shall describe applications of such technology to the general paradigm of making digital wireless connections from the field to upload information and queries to network servers, executing (potentially complex) data analysis and/or database operations on fast network computers, and returning real-time information from this analysis to the handheld device in the field. As illustration, we shall describe several client/server programs that we have written for applications in teaching introductory astronomy. For example, one program allows static and dynamic properties of astronomical objects to be accessed in a remote observation laboratory setting using a digital cell phone or PDA. Another implements interactive quizzing over a cell phone or PDA using a 700-question introductory astronomy quiz database, thus permitting students to study for astronomy quizzes in any environment in which they have a few free minutes and a digital cell phone or wireless PDA. The presentation will include hands-on demonstrations with real devices.

A Planetary System Exploration Project for Introductory Astronomy and Astrobiology Courses

NASA Astrophysics Data System (ADS)

Rees, Richard F.

2015-01-01

I have created three-part projects for the introductory astronomy and astrobiology courses at Westfield State University which simulate the exploration of a fictional planetary system. The introductory astronomy project is an initial reconnaissance of the system by a robotic spacecraft, culminating in close flybys of two or three planets. The astrobiology project is a follow-up mission concluding with the landing of a roving lander on a planet or moon. Student responses in earlier parts of each project can be used to determine which planets are targeted for closer study in later parts. Highly realistic views of the planets from space and from their surfaces can be created using programs such as Celestia and Terragen; images and video returned by the spacecraft are thus a highlight of the project. Although designed around the particular needs and mechanics of the introductory astronomy and astrobiology courses for non-majors at WSU, these projects could be adapted for use in courses at many different levels.

A National Study Assessing the Teaching and Learning of Introductory Astronomy; Part I: The Effect of Interactive Instruction

NASA Astrophysics Data System (ADS)

Rudolph, Alexander; Prather, E. E.; Brissenden, G.; Schlingman, W. M.; CATS

2009-01-01

We present the results of a national study on the teaching and learning of astronomy taught in general education, non-science major, introductory astronomy courses (Astro 101). Nearly 4000 students enrolled in 69 sections of Astro 101 taught at 30 institutions around the United States completed (pre- and post-instruction) the Light and Spectroscopy Concept Inventory (LSCI) from Fall 2006 to Fall 2007. The classes varied in size from very small (N<10) to large (N 180) and were from all types of institutions, including both 2-year and 4-year colleges and universities. To study how the instruction in different classrooms affected student learning, we developed and administered an Interactivity Assessment Instrument (IAI). This short survey, completed by instructors, allowed us to estimate the fraction of total classroom time that was dedicated to the use of interactive learning strategies. Pre-instruction LSCI scores were clustered around 25% (24±2%), independent of class size and institution type; however, the normalized gains for these classes varied from about (-)0.07-0.50. These two results suggest that the differences in gain were due to instruction in the classroom, not the size of class or type of institution. Interactivity Assessment Scores (IAS's) ranged from 0%-50%, showing that our IAI was able to distinguish between classes with higher and lower levels of interactive instruction. A comparison of class-averaged gain score to IAS showed that higher interactivity classes (IAS > 25%) were the only instructional environments capable of reaching the highest gains ( > 0.30). However, the range of gains seen for the higher interactivity classes was quite wide, suggesting that the use of interactive learning strategies is not sufficient by itself to achieve high student gains. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

Using Two Simulation Tools to Teach Concepts in Introductory Astronomy: A Design-Based Research Approach

NASA Astrophysics Data System (ADS)

Maher, Pamela A.

Technology in college classrooms has gone from being an enhancement to the learning experience to being something expected by both instructors and students. This design-based research investigation takes technology one step further, putting the tools used to teach directly in the hands of students. The study examined the affordances and constraints of two simulation tools for use in introductory astronomy courses. The variety of experiences participants had using two tools; a virtual reality headset and fulldome immersive planetarium simulation, to manipulate a lunar surface flyby were identified using a multi-method research approach with N = 67 participants. Participants were recruited from classes of students taking astronomy over one academic year at a two-year college. Participants manipulated a lunar flyby using a virtual reality headset and a motion sensor device in the college fulldome planetarium. Data were collected in the form of two post-treatment questionnaires using Likert-type scales and one small group interview. The small group interview was intended to elicit various experiences participants had using the tools. Responses were analyzed quantitatively for optimal flyby speed and qualitatively for salient themes using data reduction informed by a methodological framework of phenomenography to identify the variety of experiences participants had using the tools. Findings for optimal flyby speed of the Moon based on analysis of data for both the Immersion Questionnaire and the Simulator Sickness Questionnaire done using SPSS software determine that the optimal flyby speed for college students to manipulate the Moon was calculated to be .04 x the radius of the Earth (3,959 miles) or 160 miles per second. A variety of different participant experiences were revealed using MAXQDA software to code positive and negative remarks participants had when engaged in the use of each tool. Both tools offer potential to actively engage students with astronomy

A Brief History of Publishing Papers on Astronomy Education Research

ERIC Educational Resources Information Center

Fraknoi, Andrew

2014-01-01

While some research had been done on K-12 and planetarium astronomy teaching from the 1930's to the 1980's, the growth of research on college physics education offered astronomy education researchers a model for examining techniques for teaching introductory college astronomy survey "Astronomy 101" courses as well. This early research…

A National Study Assessing the Teaching and Learning of Introductory Astronomy; Part II: Analysis of Student Demographics

NASA Astrophysics Data System (ADS)

Prather, E. E.; Consiglio, D.; Rudolph, A. L.; Brissenden, G.

2011-09-01

This is the second in a series of reports on a national study of the teaching and learning of astronomy in general education, non-science major, introductory astronomy courses (Astro 101). We report here on the analysis of how individual student characteristics affect student learning in these classes, and whether the demonstrated positive effect of interactive learning strategies on student learning differs based on these characteristics. This analysis was conducted using data from nearly 2000 students enrolled in 69 Astro 101 classes taught across the country. These students completed a 15-question demographic survey, in addition to completing the 26-question Light and Spectroscopy Concept Inventory (LSCI) pre- and post-instruction. The LSCI was used to determine student learning via a normalized gain calculated for each student. A multivariate regression analysis was conducted to determine how ascribed characteristics (personal demographic and family characteristics), obtained characteristics (academic achievement and student major), and the use of interactive learning strategies predict student learning in these classes. The results show dramatic improvement in student learning with increased use of interactive learning strategies even after controlling for individual characteristics. In addition, we find that the positive effects of interactive learning strategies are the same for strong and weak students, men and women, across ethnicities, and regardless of primary language. The research strongly suggests all students benefit from interactive learning strategies.

Academic Rigor in General Education, Introductory Astronomy Courses for Nonscience Majors

ERIC Educational Resources Information Center

Brogt, Erik; Draeger, John D.

2015-01-01

We discuss a model of academic rigor and apply this to a general education introductory astronomy course. We argue that even without central tenets of professional astronomy-the use of mathematics--the course can still be considered academically rigorous when expectations, goals, assessments, and curriculum are properly aligned.

Student Understanding of Gravity in Introductory College Astronomy

ERIC Educational Resources Information Center

Williamson, Kathryn E.; Willoughby, Shannon

2012-01-01

Twenty-four free-response questions were developed to explore introductory college astronomy students' understanding of gravity in a variety of contexts, including in and around Earth, throughout the solar system, and in hypothetical situations. Questions were separated into three questionnaires, each of which was given to a section of…

The mass-luminosity relation in an introductory astronomy lab

NASA Astrophysics Data System (ADS)

LoPresto, Michael C.

2016-11-01

Exposing students in general education science courses of lower mathematical levels to experiments that make use of quantitative skills such as collecting and analyzing data is very important because they provide examples of how science is actually done. Experiments with relatively simple procedures that are also interesting and engaging which serve this purpose can be hard to find. This can especially be true for introductory college astronomy courses; however, courses of this type often do still have a laboratory component because most students, regardless of major, are required to take at least one laboratory science course. When required to work with data in a quantitative fashion, the difficulty students with lower mathematical skills often have is that any actual physical meaning of an experiment can become completely lost in a procedure that, to them, seems to be purely an exercise in complex mathematics and for which they have resorted to simply following by rote, from which, perhaps needless to say, they are likely to learn little or nothing. I have seen this happen numerous times and it has inspired me to focus on attempting to develop meaningful laboratory experiences for students of lower mathematical level courses, such as introductory astronomy and conceptual physics, that involve both the gathering and analysis of numerical data. What follows is a simple experiment of this type on the mass-luminosity relation for stars on the main sequence of the Hertzsprung-Russell diagram that has proven useful for an introductory astronomy laboratory course.

Impact Crater Experiments for Introductory Physics and Astronomy Laboratories

ERIC Educational Resources Information Center

Claycomb, J. R.

2009-01-01

Activity-based collisional analysis is developed for introductory physics and astronomy laboratory experiments. Crushable floral foam is used to investigate the physics of projectiles undergoing completely inelastic collisions with a low-density solid forming impact craters. Simple drop experiments enable determination of the average acceleration,…

The Effect of Stereotype Threat on Undergraduates in AN Introductory Astronomy Class

NASA Astrophysics Data System (ADS)

Hufnagel, Beth; Deming, Grace L.; Landato, Janet M.; Hodari, Apriel K.

This quantitative study tests the hypothesis that undergraduates taking an introductory astronomy class for nonscience majors are susceptible to stereotype threat (ST). The Astronomy Diagnostic Test (ADT), a conceptual survey designed for introductory astronomy classes, was administered pre- and postcourse to two pairs (control and threatened) of the same class taught by the same professors, one pair at a public, suburban community college and the other pair at a large, state research university. One class of each pair was threatened postcourse by telling the students that their gender mattered on the ADT. The results showed no ST effect on the women in the university class. The college women underperformed and the men overperformed at a low statistical significance. The authors infer that Steele's requirement for domain identification as a condition is also required to strongly invoke ST for this sample of nonscience students.

Learning from the Starry Message: Using Galileo's Sidereus Nuncius in Introductory Astronomy Classes

NASA Astrophysics Data System (ADS)

Wiesner, Matthew P.

2015-03-01

Every introductory astronomy class encounters Galileo during the course as the first man to systematically study the sky with a telescope. Every Astronomy 101 student meets Galileo as one of the major catalysts behind the shift from the Ptolemaic to the Copernican system and as one of the great minds behind the scientific method. But most of the time Galileo is just an inset on page 17 with one of the canonical portraits, appearing in students' lists of six early astronomers that need to be memorized for the first exam. I have tried to find ways to overcome such shallow educational experiences in introductory astronomy. In order to bring students to a real encounter with Galileo, I have assigned reading of an excerpt from Galileo's Sidereus Nuncius, "The Starry Message," followed by an inclass discussion of the text.

Learning from the Starry Message: Using Galileo's "Sidereus Nuncius" in Introductory Astronomy Classes

ERIC Educational Resources Information Center

Wiesner, Matthew P.

2015-01-01

Every introductory astronomy class encounters Galileo during the course as the first man to systematically study the sky with a telescope. Every Astronomy 101 student meets Galileo as one of the major catalysts behind the shift from the Ptolemaic to the Copernican system and as one of the great minds behind the scientific method. But most of the…

Teaching Astronomy with Technology

NASA Astrophysics Data System (ADS)

Austin, Carmen; Impey, Chris David; Wenger, Matthew

2015-01-01

Students today are expected to have access to computers and the Internet. Students young and old, in school and out of school, are interested in learning about astronomy, and have computers to use for this. Teach Astronomy is a website with a comprehensive digital astronomy textbook freely available to students and educators. In addition to the textbook, there are astronomy Wikipedia articles, image archives from Astronomy Picture of the Day and AstroPix, and video lectures covering all topics of astronomy. Teach Astronomy has a unique search tool called the wikimap that can be used to search through all of the resources on the site. Astronomy: State of the Art (ASOTA) is a massive, open, online course (MOOC). Over 18,000 students have enrolled over the past year and half. This MOOC has been presented in various forms. First, only to students on the web, with content released weekly on host site Udemy. Then to university students who met formally in the classroom for educational activities, but were also expected to watch lectures online on their own time. Presently, it is available online for students to go at their own pace. In the future it will be available in an extended format on a new host site, Coursera. ASOTA instructors use social media to interact with students. Students ask questions via the course host site, Udemy. Live question and answer sessions are conducted using Google Hangouts on Air, and interesting and relevant astronomy news, or supplementary educational content is shared via the ASOTA Facebook page. Teaching on the Internet may seem impersonal and impractical, but by learning to use all of these tools, instructors have the ability to interact with students, and keep them engaged.

Visual Activities for Assessing Non-science Majors’ Understanding in Introductory Astronomy

NASA Astrophysics Data System (ADS)

Loranz, Daniel; Prather, E. E.; Slater, T. F.

2006-12-01

One of the most ardent challenges for astronomy teachers is to deeply and meaningfully assess students’ conceptual and quantitative understanding of astronomy topics. In an effort to uncover students’ actual understanding, members and affiliates of the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona and Truckee Meadows Community College are creating and field-testing innovative approaches to assessment. Leveraging from the highly successful work on interactive lecture demonstrations from astronomy and physics education research, we are creating a series of conceptually rich questions that are matched to visually captivating and purposefully interactive astronomical animations. These conceptually challenging tasks are being created to span the entire domain of topics in introductory astronomy for non-science majoring undergraduates. When completed, these sorting tasks and vocabulary-in-context activities will be able to be delivered via a drag-and-drop computer interface.

The Teaching of Astronomy in Mauritius

NASA Astrophysics Data System (ADS)

Heeralall-Issur, Nalini

In this presentation we describe the present teaching of Astronomy in Mauritius. At present Astronomy is taught mostly at University level as electives (Astrophysics I & II) within our BSc Physics course or the MSc Physics with Astrophysics Specialisation Option. However there are limitations due to both facilities available & staff resources at the higher level. At the lower level very few secondary school students are exposed to (taught) astronomy and even among well educated adults many ignore very basic knowledge of Astronomy. We finally discuss some realistic suggestions for improving the teaching of Astronomy at all levels in Mauritius.

Investigating introductory astronomy students' perceived impacts from participation in course-based undergraduate research experiences

NASA Astrophysics Data System (ADS)

Wooten, Michelle M.; Coble, Kim; Puckett, Andrew W.; Rector, Travis

2018-06-01

[This paper is part of the Focused Collection on Astronomy Education Research.] This study investigates students' perceived impacts regarding their participation in course-based undergraduate research experiences (CUREs) in astronomy. Each research experience adopted one or more projects from the Research Based Science Education for Undergraduates (RBSEU) curriculum, which teaches analysis of astronomical data coming from various national observatories. Participating students were enrolled in introductory astronomy courses at one of four universities using the curriculum. They were invited to respond to several instruments, including surveys (N =199 ), essays (N =94 ), and interviews (N =19 ). Each university implemented the curriculum differently with respect to content covered, length of instruction, and whether students' research results were contributed to the astronomical community. We found that participation in all versions of the curriculum had the potential to significantly increase students' perceived confidence participating in science. However, participation in experiences wherein results were contributed to the scientific community more often led to students' nuanced perceptions of science processes, including increased understanding of the role of analysis and the utility of scientific communities and collaborations. We frame our study according to a pathway model under study by discipline-based education researchers of CUREs and explore our findings' connections with psychological theories.

Teaching Astronomy with Podcasts of the APOD

NASA Astrophysics Data System (ADS)

Wagner, Robert M.

2017-01-01

The APOD website provides many excellent astronomy photos that are used to enhance introductory astronomy classes. For nearly six years, podcasts have been used to enhance learning in introductory astronomy classes at Harrisburg Area Community College. Daily 3-5 minute podcasts have been created and made available through iTunes to students in these classes at no charge. Students are asked to subscribe to the podcast collections and are quizzed on the images discussed throughout the semester. Because the images often focus on current findings in astronomy, the students are given instruction on findings that will not appear in their textbooks for several years. The students also receive a taste of some topics that may not be covered or that are just touched upon because of time limits in the classes. The podcasts have been used successfully with both traditional and fully online classes. The use of the podcasts enhances mobile learning as students can download and listen to the podcasts on their smartphones or tablets at their convenience. The student response to the podcasts has been excellent with some students noting that they continue to follow the website and podcasts even after they have completed the class. With mobile learning expanding, this is an excellent way to reach students and encourage them to further research the various topics in astronomy that are covered in the APOD images.

A National Study Assessing the Teaching and Learning of Introductory Astronomy; Part I: The Effect of Interactive Instruction

NASA Astrophysics Data System (ADS)

Prather, E. E.; Rudolph, A. L.; Brissenden, G.; Schlingman, W. M.

2011-09-01

We present the results of a national study on the teaching and learning of astronomy taught in general education, non-science major, introductory astronomy courses (Astro 101). Nearly 4000 students enrolled in 69 sections of Astro 101 taught at 31 institutions completed (pre- and post- instruction) the Light and Spectroscopy Concept Inventory (LSCI) from Fall 2006 to Fall 2007. The classes varied in size from very small (N < 10) to large (N˜180) and were from all types of institutions, including both 2-year and 4-year colleges and universities. To study how the instruction in different classrooms affected student learning, we developed and administered an Interactivity Assessment Instrument (IAI). This short survey, completed by instructors, allowed us to estimate the fraction of classroom time spent on learner- centered, active-engagement instruction such as Peer Instruction and collaborative tutorials. Pre-instruction LSCI scores were clustered around ˜25% (24 ± 2%), independent of class size and institution type; however, the gains measured varied from about (-)0.07-0.50. The distribution of gain scores indicates that differences were due to instruction in the classroom, not the type of class or institution. Interactivity Assessment Scores (IAS's) ranged from 0%-50%, showing that our IAI was able to distinguish between classes with higher and lower levels of interactivity. A comparison of class-averaged gain score to IAS showed that higher interactivity classes (IAS > 25%) were the only instructional environments capable of reaching the highest gains ( > 0.30). However, the range of gains seen for both groups of classes was quite wide, suggesting that the use of interactive learning strategies is not sufficient by itself to achieve high student gain.

Impacting Society through Astronomy Undergraduate Courses

NASA Astrophysics Data System (ADS)

Schleigh, Sharon

2015-04-01

A high percentage of non-science majors enroll in undergraduate, introductory astronomy courses across the country. The perception of the astronomy course as being easier than the ``hard sciences'' and the idea that the course will focus on ``pretty pictures'', influences the interests of the non-science majors. Often the students that enroll in these courses will not take other science courses, resulting in the only opportunity to teach college students about basic scientific concepts that impact their lives. Vast misconceptions about the nature of science, the role of science and scientists in society, and social issues embedded in scientific information, impact the decisions that individuals make about every day events. In turn, these decisions influence the policies that construct our society. This talk will provide an overview of the common misconceptions and discuss how they impact our society as a whole. The research presented provides evidence of the impact that introductory college astronomy courses have on changing these everyday misconceptions and influencing non-science majors' ideas about science in society. The research suggests that introductory courses designed for non-science majors are extremely important in impacting our society, and begs for a stronger understanding and implementation of best practices for teaching and learning in the college classroom environment.

Gamified Approach to Teaching Introductory Astronomy Online

ERIC Educational Resources Information Center

Barringer, Daniel F.; Plummer, Julia D.; Kregenow, Julia; Palma, Christopher

2018-01-01

[This paper is part of the Focused Collection on Astronomy Education Research.] An increased interest in using video games in educational contexts has led to many innovations in both formal and informal environments. Educational researchers, instructional designers, and educators have sought and developed ways to incorporate video games or…

Teaching Astronomy in UK Schools

ERIC Educational Resources Information Center

Roche, Paul; Roberts, Sarah; Newsam, Andy; Barclay, Charles

2012-01-01

This article attempts to summarise the good, bad and (occasionally) ugly aspects of teaching astronomy in UK schools. It covers the most common problems reported by teachers when asked about covering the astronomy/space topics in school. Particular focus is given to the GCSE Astronomy qualification offered by Edexcel (which is currently the…

Development and analysis of spectroscopic learning tools and the light and spectroscopy concept inventory for introductory college astronomy

NASA Astrophysics Data System (ADS)

Bardar, Erin M.

Electromagnetic radiation is the fundamental carrier of astronomical information. Spectral features serve as the fingerprints of the universe, revealing many important properties of objects in the cosmos such as temperature, elemental compositions, and relative motion. Because of its importance to astronomical research, the nature of light and the electromagnetic spectrum is by far the most universally covered topic in astronomy education. Yet, to the surprise and disappointment of instructors, many students struggle to understand underlying fundamental concepts related to light and spectroscopic phenomena. This dissertation describes research into introductory college astronomy students' understanding of light and spectroscopy concepts, through the development and analysis of both instructional materials and an assessment instrument. The purpose of this research was two-fold: (1) to develop a novel suite of spectroscopic learning tools that enhance student understanding of light and spectroscopy and (2) to design and validate a Light and Spectroscopy Concept Inventory (LSCI) with the sensitivity to distinguish the relative effectiveness of various teaching interventions within the context of introductory college astronomy. Through a systematic investigation that included multiple rounds of clinical interviews, open-ended written surveys, and multiple-choice testing, introductory college astronomy students' commonly held misconceptions and reasoning difficulties were explored for concepts relating to: (1) The nature of the electromagnetic spectrum, including the interrelationships of wavelength, frequency, energy, and speed; (2) interpretation of Doppler shift; (3) properties of blackbody radiation; and (4) the connection between spectral features and underlying physical processes. These difficulties guided the development of instructional materials including six unique "homelab" exercises, a binocular spectrometer, a spectral analysis software tool, and the 26

Teaching Astronomy Online

NASA Astrophysics Data System (ADS)

Radnofsky, Mary L.; Bobrowsky, Matthew

This article is intended to provide an overview of the practical, pedagogical, and philosophical considerations in designing a Web-based astronomy course, and to demonstrate the educational benefits that such online courses can afford students. Because online students need to take more responsibility for their learning, faculty must make course expectations extremely clear. Online education allows for increased student participation and equal access to college by such groups as the military, the handicapped, full-time employees, and rural and senior citizens. Teaching the sciences online--especially astronomy--gives students more time to think critically about new information. This article also includes tools, checklists, and resources helpful for introducing faculty to online course development in astronomy.

Methodological pluralism in the teaching of Astronomy

NASA Astrophysics Data System (ADS)

de Macedo, Josué Antunes; Voelzke, Marcos Rincon

2015-04-01

This paper discusses the feasibility of using a teaching strategy called methodological pluralism, consisting of the use of various methodological resources in order to provide a meaningful learning. It is part of a doctoral thesis, which aims to investigate contributions to the use of traditional resources combined with digital technologies, in order to create autonomy for future teachers of Natural Sciences and Mathematics in relation to themes in Astronomy. It was offered an extension course at the "Federal Institution of Education, Science and Technology" in the North of Minas Gerais (FINMG), Campus Januaria, for thirty-two students of licentiate courses in Physics, Mathematics and Biological Sciences, involving themes of Astronomy, in order to search and contribute to improving the training of future teachers. The following aspects are used: the mixed methodology, with pre-experimental design, combined with content analysis. The results indicate the rates of students' prior knowledge in relation to Astronomy was low; meaningful learning indications of concepts related to Astronomy, and the feasibility of using digital resources Involving technologies, articulated with traditional materials in the teaching of Astronomy. This research sought to contribute to the initial teacher training, especially in relation to Astronomy Teaching, proposing new alternatives to promote the teaching of this area of knowledge, extending the methodological options of future teachers.

Sorting Tasks and Vocabulary-in-Context Activities for Assessing Introductory Astronomy Understanding

NASA Astrophysics Data System (ADS)

Slater, Timothy F.; Loranz, D.; Prather, E. E.

2006-12-01

One of the most ardent challenges for astronomy teachers is to deeply and meaningfully assess students’ conceptual and quantitative understanding of astronomy topics. In an effort to uncover students’ actual understanding, members and affiliates of the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona and Truckee Meadows Community College are creating and field-testing innovative approaches to assessment. Leveraging from the highly successful work from physics education research, we are creating a series of tasks where students categorize a list describing common astronomical events or phenomenon; or vocabulary terms into context rich categories or conceptually rich sentences. These intellectually challenging tasks are being created to span the entire domain of topics in introductory astronomy for non-science majoring undergraduates. When completed, these sorting tasks and vocabulary-in-context activities will be able to be delivered via a drag-and-drop computer interface.

Linking Introductory Astronomy Students' Basic Science Knowledge, Beliefs, Attitudes, Sources of Information, and Information Literacy

ERIC Educational Resources Information Center

Buxner, Sanlyn R.; Impey, Chris D.; Romine, James; Nieberding, Megan

2018-01-01

[This paper is part of the Focused Collection on Astronomy Education Research.] We report on a study of almost 13 000 undergraduate students enrolled in introductory astronomy courses at the University of Arizona. From 1989 to 2016, students completed a basic science knowledge, beliefs, and attitudes survey. From 2014 to 2016, a subset of the…

The Effect of Animations within PowerPoint Presentations on Learning Introductory Astronomy

ERIC Educational Resources Information Center

Miller, Scott T.; James, C. Renee

2011-01-01

We present results of a two-semester study to determine whether the inclusion of basic animation techniques in PowerPoint presentations provides an additional learning aid, inhibits learning, or has no effect on student learning for students in an introductory astronomy course. We found that (1) students perceive that animated slides are…

The Need for a Light and Spectroscopy Concept Inventory for Assessing Innovations in Introductory Astronomy Survey Courses

ERIC Educational Resources Information Center

Bardar, Erin M.; Prather, Edward E.; Brecher, Kenneth; Slater, Timothy F.

2005-01-01

In this era of dramatically increased astronomy education research efforts, there is a growing need for standardized evaluation protocols and a strategy to assess both student comprehension of fundamental concepts and the success of innovative instructional interventions. Of the many topics that could be taught in an introductory astronomy course,…

Improving Education and Public Outreach Through Astronomy Education Research

NASA Astrophysics Data System (ADS)

Slater, Timothy F.

2005-04-01

Following in the footsteps of physics education research, the relatively new field of astronomy education research is already making dramatic improvements to the teaching and learning of astronomy. Whereas physics education research has focused predominantly on the introductory physics course, astronomy education is working on developing instruments and models to understand widely ranging domains that span K-12, undergraduate majors and non-majors, and even into the realms of public outreach. As one example, the repeated call for a more student-centered approach to teaching due to the ineffectiveness of lecture has been gaining prominence in the astronomy teaching community. At the beginning of a large-enrollment introductory astronomy survey course, we administered 68-multiple choice items as a pretest to 81 students. At the end of each lecture we administered the specific items related to that particular day's lecture a second time as a posttest. The pretest was 30% correct and the test, when given after lecture alone showed 52% correct. These results illustrate that instructor-centered strategies are largely ineffective at promoting meaningful conceptual gains. Alternatively, when using curriculum materials created from a basis of astronomy education research, we find that the posttest average score grows beyond 70%. Each 15-minute Lecture-Tutorial poses a carefully crafted sequence of conceptually challenging, Socratic-dialogue driven questions, along with graphs and data tables, all designed to encourage students to reason critically about difficult concepts in astronomy. A significant effort was focused on carefully evaluating changes in students' conceptual understanding and attitudes toward learning astronomy. The quantitative and qualitative results strongly suggest that the Lecture-Tutorials help students make significant conceptual gains.

Improving Instructor Presence in An Online Introductory Astronomy Course through Video Demonstrations

ERIC Educational Resources Information Center

Miller, Scott T.; Redman, Stephen L.

2010-01-01

We created a series of videos for an online introductory astronomy course at the Pennsylvania State University in part to address the lack of personal presence in online courses. Based on surveys administered to the students during the semester, we found that these videos were effective in creating an instructor presence within the online course.…

Opportunity to Learn: Investigating Possible Predictors for Pre-Course "Test Of Astronomy STandards" TOAST Scores

ERIC Educational Resources Information Center

Berryhill, Katie J.; Slater, Timothy F.

2017-01-01

As discipline-based astronomy education researchers become more interested in experimentally testing innovative teaching strategies to enhance learning in undergraduate introductory astronomy survey courses ("ASTRO 101"), scholars are placing increased attention toward better understanding factors impacting student gain scores on the…

Inquiring Astronomy: Incorporating Student-Centered Pedagogical Techniques in an Introductory College Science Course

ERIC Educational Resources Information Center

French, Debbie A.; Burrows, Andrea C.

2017-01-01

Increases in student-centered pedagogy have been more prevalent in K-12 education than in collegiate undergraduate science education. The purpose of this study was to determine the effects of using student-centered pedagogy advocated in K-12 education on introductory astronomy students' content knowledge, interest, and recall of content taught in…

The Astronomy Diagnostic Test: Past, Present and Future

NASA Astrophysics Data System (ADS)

Deming, G. L.; Hufnagel, B. R.

2000-12-01

During 1998, the Collaboration for Astronomy Education Research (Adams, Adrian, Brick, Deming, Hufnagel, Slater, and Zeilik) developed a content-based diagnostic test for undergraduate non-science majors taking their first introductory level astronomy course. Student interviews and written feedback were used to construct a series of questions reflecting the students' natural language and with distractors (wrong answers) that mirror commonly held misconceptions. Version 1.9 of the Astronomy Diagnostic Test (ADT) was administered during Spring 1999 by volunteers teaching astronomy at 22 institutions across the United States. Minor modifications were made and Version 2.0 was released on June 21, 1999. The ADT 2.0 currently is available to the astronomical community through two websites and we continue to collect pretest/posttest results. Award of an NSF Small Grant for Exploratory Research has enabled us to work with a team of education researchers at the Ontario Institute for Studies in Education. Our database will be subjected to a statistical analysis in order to establish reliability of ADT 2.0. In addition, content, face, and construct validity are being examined. If you are teaching an introductory astronomy course aimed at non-science majors for Spring 2001, your class can be part of this project. We are looking for volunteers! We are also interested in hearing your ideas for a "next-generation" version of the ADT. Funding provided by NSF grant REC-0089239

Teaching and Learning Astronomy

NASA Astrophysics Data System (ADS)

Pasachoff, Jay; Percy, John

2005-12-01

Preface; Part I. Astronomy in the Curriculum Around the World: Preface; 1. Why astronomy is useful and should be included in the school curriculum John R. Percy; 2. Astronomy and mathematics education Rosa M. Ros; 3. Astronomy in the curriculum around the world; 4. Engaging gifted science students through astronomy Robert Hollow; 5. Poster highlights: astronomy in the curriculum around the world; Part II. Astronomy Education Research: Preface; 6. Astronomy education research down under John M. Broadfoot and Ian S. Ginns; 7. A contemporary review of K-16 astronomy education research Janelle M. Bailey and Timothy F. Slater; 8. Implementing astronomy education research Leonarda Fucili; 9. The Astronomy Education Review: report on a new journal Sidney C. Wolff and Andrew Fraknoi; 10. Poster highlights: astronomy education research; Part III. Educating Students: Preface; 11. Textbooks for K-12 astronomy Jay M. Pasachoff; 12. Distance/internet astronomy education David H. McKinnon; 13. Educating students with robotic telescopes - open discussion; 14. Poster highlights - educating students; Part IV. Educating teachers: Preface; 15. Pre-service astronomy education of teachers Mary Kay Hemenway; 16. In-service education of teachers Michèle Gerbaldi; 17. Poster highlights: educating teachers; Part V. Astronomy and Pseudoscience: Preface; 18. Astronomy, pseudoscience and rational thinking Jayant V. Narlikar; 19. Astronomical pseudosciences in North America John R. Percy and Jay M. Pasachoff; Part VI. Astronomy and Culture: Preface; 20. Teaching astronomy in other cultures: archeoastronomy Julieta Fierro; 21. Poster highlights: astronomy and culture; Part VII. Astronomy in Developing Countries: Preface; 22. Astronomy Curriculum for developing countries Case Rijsdijk; 23. Science education resources for the developing countries James C. White II; Part VIII. Public Outreach in Astronomy: Preface; 24. What makes informal education programs successful? Nahide Craig and Isabel

Teaching and Learning Astronomy

NASA Astrophysics Data System (ADS)

Pasachoff, Jay; Percy, John

2009-07-01

Preface; Part I. Astronomy in the Curriculum Around the World: Preface; 1. Why astronomy is useful and should be included in the school curriculum John R. Percy; 2. Astronomy and mathematics education Rosa M. Ros; 3. Astronomy in the curriculum around the world; 4. Engaging gifted science students through astronomy Robert Hollow; 5. Poster highlights: astronomy in the curriculum around the world; Part II. Astronomy Education Research: Preface; 6. Astronomy education research down under John M. Broadfoot and Ian S. Ginns; 7. A contemporary review of K-16 astronomy education research Janelle M. Bailey and Timothy F. Slater; 8. Implementing astronomy education research Leonarda Fucili; 9. The Astronomy Education Review: report on a new journal Sidney C. Wolff and Andrew Fraknoi; 10. Poster highlights: astronomy education research; Part III. Educating Students: Preface; 11. Textbooks for K-12 astronomy Jay M. Pasachoff; 12. Distance/internet astronomy education David H. McKinnon; 13. Educating students with robotic telescopes - open discussion; 14. Poster highlights - educating students; Part IV. Educating teachers: Preface; 15. Pre-service astronomy education of teachers Mary Kay Hemenway; 16. In-service education of teachers Michèle Gerbaldi; 17. Poster highlights: educating teachers; Part V. Astronomy and Pseudoscience: Preface; 18. Astronomy, pseudoscience and rational thinking Jayant V. Narlikar; 19. Astronomical pseudosciences in North America John R. Percy and Jay M. Pasachoff; Part VI. Astronomy and Culture: Preface; 20. Teaching astronomy in other cultures: archeoastronomy Julieta Fierro; 21. Poster highlights: astronomy and culture; Part VII. Astronomy in Developing Countries: Preface; 22. Astronomy Curriculum for developing countries Case Rijsdijk; 23. Science education resources for the developing countries James C. White II; Part VIII. Public Outreach in Astronomy: Preface; 24. What makes informal education programs successful? Nahide Craig and Isabel

Epistemic belief structures within introductory astronomy

NASA Astrophysics Data System (ADS)

Johnson, Keith; Willoughby, Shannon D.

2018-06-01

The reliability and validity of inventories should be verified in multiple ways. Although the epistemological beliefs about the physical science survey (EBAPS) has been deemed to be reliable and valid by the authors, the axes or factor structure proposed by the authors has not been independently checked. Using data from a study sample we discussed in previous publications, we performed exploratory factor analysis on 1,258 post-test EBAPS surveys. The students in the sample were from an introductory Astronomy course at a mid-sized western university. Inspection suggested the use of either a three-factor model or a five-factor model. Each of the factors is interpreted and discussed, and the factors are compared to the axes proposed by the authors of the EBAPS. We find that the five-factor model extrapolated from our data partially overlaps with the model put forth by the authors of the EBAPS, and that many of the questions did not load onto any factors.

Using Observational Journals in an Introductory Astronomy Course

NASA Astrophysics Data System (ADS)

Sadler, P.

2000-05-01

The might of science is in its power to predict. Yet, students rarely are exposed to anything but others' stories concerning how nature behaves. Students do not experience the frustration and elation that discovery brings. For ten years, our introductory astronomy course has used observational journals as a key component in the learning process. Every night, as the planets, stars, and moon dance by, astronomy students use the opportunity to collect and analyze their own data describing heavenly motions. For most, finding the patterns in original data provides an opportunity to fashion and test their own predictive models for the first time in their lives. Such efforts provide an alternative to lecture and laboratory for mastering key scientific concepts and modifying student misconceptions. Students have learned how to represent visual information through a variety of graphs, built and improved their own measurement instruments, and drawn on artistic and writing skills. We will examine the steps required to make observational journals a productive learning activity: careful recordkeeping, classroom discussion, instructor feedback, and reflective writing. I will show examples of how students' work progress through increasing levels of cognitive sophistication that match well with learning theories.

Interdisciplinary Approaches to Astronomy: Cosmic Fiction, Drama and Poetry

NASA Astrophysics Data System (ADS)

Fraknoi, A.

2015-09-01

I have spent four decades teaching introductory astronomy to university students whose primary subject of study is not astronomy, as well as developing activities to help the public appreciate astronomical ideas and developments. One of the more effective tools that I have found for capturing the interest of non-scientists has been approaching astronomy through its influence on the humanities. In this article I examine some examples of astronomical inspiration in the humanities, looking at plays, poetry and fiction. A second paper, devoted to music inspired by astronomy, will appear in a future issue of the CAPjournal.

Teaching Introductory Psychology: Tips from "ToP"

ERIC Educational Resources Information Center

Griggs, Richard A., Ed.; Jackson, Sherri L., Ed.

2011-01-01

This book follows in the footsteps of the first three volumes in the "Handbook for Teaching Introductory Psychology" series. In the prefaces to these volumes, the various editors all stressed two major points relevant to the development of this series. These comments also apply to this book. First, introductory psychology is one of the most…

Sources of self-efficacy in an undergraduate introductory astronomy course for non-science majors

NASA Astrophysics Data System (ADS)

Carter, Brooke L.

The role of the astronomy laboratory on non-science major student self-efficacy is investigated through combining quantitative and qualitative methodologies. The Astronomy Diagnostic Test 2.0 is distributed to an introductory astronomy laboratory for non-science major class in the Spring of 2005. The ADT 2.0 is used to draw comparisons between interview subjects and the remaining class. Eight subjects were interviewed three times throughout the semester in order to determine the important contributing factors to the subjects' self-efficacy beliefs. Results of the quantitative data suggest that the interview participants' general science self-efficacy did not significantly increase over the course of the semester. Results of the quantitative data suggest the most important contributor to the subjects' self-efficacy in the laboratory is verbal persuasion. The results of this limited study suggest that the astronomy laboratory experience is a strong contributor to student self-efficacy beliefs.

Astronomy Enrollments and Degrees: Results from the 2012 Survey of Astronomy Enrollments and Degrees. Focus On

ERIC Educational Resources Information Center

Mulvey, Patrick; Nicholson, Starr

2014-01-01

Interest in astronomy degrees in the U.S. remains strong, with astronomy enrollments at or near all-time highs for the 2012-13 academic year. The total number of students taking an introductory astronomy course at a degree-granting physics or astronomy department is approaching 200,000. Enrollments in introductory astronomy courses have been…

Assessment of an Internet-Delivered Interactive Approach to Introductory Astronomy for Non-Science Majors

ERIC Educational Resources Information Center

Slater, Timothy F.; Jones, Lauren V.

2004-01-01

This project explores the effectiveness of learner-centered education (LCE) principles and practices on student learning and attitudes in an online interactive introductory astronomy course for non-science majors by comparing a high-quality Internet-delivered course with a high-quality on-campus course, both of which are based on the principles of…

Teaching Introductory Geoscience: A Cutting Edge Workshop Report

NASA Astrophysics Data System (ADS)

Manduca, C.; Tewksbury, B.; Egger, A.; MacDonald, H.; Kirk, K.

2008-12-01

Introductory undergraduate courses play a pivotal role in the geosciences. They serve as recruiting grounds for majors and future professionals, provide relevant experiences in geoscience for pre-service teachers, and offer opportunities to influence future policy makers, business people, professionals, and citizens. An introductory course is also typically the only course in geoscience that most of our students will ever take. Because the role of introductory courses is pivotal in geoscience education, a workshop on Teaching Introductory Courses in the 21st Century was held in July 2008 as part of the On the Cutting Edge faculty development program. A website was also developed in conjunction with the workshop. One of the central themes of the workshop was the importance of considering the long-term impact a course should have on students. Ideally, courses can be designed with this impact in mind. Approaches include using the local geology to focus the course and illustrate concepts; designing a course for particular audience (such as Geology for Engineers); creating course features that help students understand and interpret geoscience in the news; and developing capstone projects to teach critical thinking and problem solving skills in a geologic context. Workshop participants also explored strategies for designing engaging activities including exploring with Google Earth, using real-world scenarios, connecting with popular media, or making use of campus features on local field trips. In addition, introductory courses can emphasize broad skills such as teaching the process of science, using quantitative reasoning and developing communication skills. Materials from the workshop as well as descriptions of more than 150 introductory courses and 350 introductory-level activities are available on the website: http://serc.carleton.edu/NAGTWorkshops/intro/index.html.

Comparisons Between Science Knowledge, Interest, and Information Literacy of Learners in Introductory Astronomy Courses

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn; Impey, Chris David; Formanek, Martin; Wenger, Matthew

2018-01-01

Introductory astronomy courses are exciting opportunities to engage non-major students in scientific issues, new discoveries, and scientific thinking. Many undergraduate students take these courses to complete their general education requirements. Many free-choice learners also take these courses, but for their own interest. We report on a study comparing the basic science knowledge, interest in science, and information literacy of undergraduate students and free choice learners enrolled in introductory astronomy courses run by the University of Arizona. Undergraduate students take both in-person and online courses for college credit. Free choice learners enroll in massive open online courses (MOOCs), through commercial platforms, that can earn them a certificate (although most do not take advantage of that opportunity). In general, we find that undergraduate students outperform the general public on basic science knowledge and that learners in our astronomy MOOCs outperform the undergraduate students in the study. Learners in the MOOC have higher interest in science in general. Overall, learners in both groups report getting information about science from online sources. Additionally, learners’ judgement of the reliability of different sources of information is weakly related to their basic science knowledge and more strongly related to how they describe what it means to study something scientifically. We discuss the implications of our findings for both undergraduate students and free-choice learners as well as instructors of these types of courses.

Teaching Health Care in Introductory Economics

ERIC Educational Resources Information Center

Cutler, David M.

2017-01-01

Health care is one of the economy's biggest industries, so it is natural that the health care industry should play some role in the teaching of introductory economics. There are many ways that health care can appear in such a context: in the teaching of microeconomics, as a macroeconomic issue, to learn about social welfare, and even to learn how…

Incorporating Service Learning into the Introductory Astronomy Course

NASA Astrophysics Data System (ADS)

Mukherjee, K.

2002-05-01

The introductory Astronomy course can be enriched by adding a service learning component to it. This enables students to interact with and educate the general public about matters of outer space. At Slippery Rock University we have incorporated this idea into our Astronomy and Space Science courses. Working in groups, the students do a presentation which is often interdisciplinary. Frequently the department gets requests from schools to do a show specifically tailored to a topic like the solar system or constellations. Such projects are beneficial to students in many ways. They demand a thorough knowledge of the subject matter so as to communicate to the audience in a clear and nontechnical manner. The students also experience first hand the difficulties involved in coordinating a group effort. They learn to take responsibility for their allocated part and how to combine effectively to make the entire show a success. Interacting with various age groups demands a versatility in planning content and public speaking skills not easily available elsewhere in a traditional education. Our planetarium facilities help in attracting diverse audiences from preschoolers to senior citizens. Performance in these shows constitutes twenty five percent of course grade. Feedback from audience groups helps refine future shows by subsequent student cohorts.

Comparison of Student Performance in Video Game Format vs. Traditional Approach in Introductory Astronomy Classes

NASA Astrophysics Data System (ADS)

Barringer, Daniel; Kregenow, Julia M.; Palma, Christopher; Plummer, Julia

2015-01-01

In Spring of 2014, Penn State debuted an online Introductory Astronomy (AST 001) section that was designed as a video game. Previous studies have shown that well-designed games help learners to build accurate understanding of embedded concepts and processes and aid learner motivation, which strongly contributes to a student's willingness to learn. We start by presenting the learning gains as measured with the Test of Astronomy Standards (TOAST) from this new course design. We further compare the learning gains from the video game section with learning gains measured from more traditional online formats and in-person lecture sections of AST 001 taught at Penn State over the last five years to evaluate the extent to which this new medium for online Astronomy education supports student learning.

Semantics in Teaching Introductory Physics.

ERIC Educational Resources Information Center

Williams, H. Thomas

1999-01-01

Contends that the large vocabulary used for precise purposes in physics contains many words that have related but potentially confusing meanings in everyday usage. Analyzes the treatment of Newton's Laws of Motion in several well-known introductory textbooks for evidence of inconsistent language use. Makes teaching suggestions. (Contains 11…

Using a Common Experience to Teach Introductory Managerial Accounting

ERIC Educational Resources Information Center

King, Gail Hoover; McConnell, Cheryl

2010-01-01

Teaching introductory accounting courses can be both challenging and rewarding. In introductory financial and managerial accounting, students struggle with the unfamiliar terminology and concepts. However, managerial accounting offers distinct challenges in that managerial accounting reports used for decision-making are not publically available,…

A Calculus-Level Introductory Physics Course with an Astronomy Theme

NASA Astrophysics Data System (ADS)

Amato, Joseph

2011-05-01

Physics from Planet Earth (PPE) is a one-semester, calculus-based introductory course in classical mechanics intended for first year students of physics, chemistry, astronomy and engineering. Most of the core topics in mechanics are included, but many of the examples and applications are drawn from astronomy, space science, and astrophysics. The laws of physics are assigned the task of exploring the heavens - the same task addressed by Newton over 300 years ago at the birth of classical mechanics. How do we know the distance to the Moon, Sun, or other galaxies? How do we know the masses of the Earth, Sun, and other planets and stars, and why do we believe in "missing” mass? As a physics course, PPE concentrates on how we know rather than what we know. Examples and applications include those of historical importance (the Earth-Moon distance, the Earth-Sun distance, Ptolemaic vs. Copernican models, weighing the Earth) as well as those of contemporary interest (Hubble's Law, rocket propulsion, spacecraft gravity boosts, the Roche limit, search for extrasolar planets, orbital mechanics, pulsars, galactic rotation curves). The course has been taught successfully at Colgate for over a decade, using materials that have been developed and refined during the past 15 years. Developers of PPE are eager to enrich the course by identifying other topics in contemporary astronomy that can be adapted for the first year physics audience.

Evolving Roles For Teaching Assistants In Introductory Courses

NASA Astrophysics Data System (ADS)

Dunbar, R. W.; Egger, A. E.; Schwartz, J. K.

2008-12-01

As we bring new research-based learning approaches, curricular innovations, and student engagement practices into the introductory science classroom, expectations of teaching assistants (TAs) should have, and have, changed. Similarly, the 21st century teaching assistant has different expectations of us. Maintaining relevance in this context means bringing TAs into an integrated teaching team that supports effective learning for students and provides structured professional development opportunities for TAs. A number of support efforts on our campus, with counterparts at many other universities, seek to optimize the instructional impact of faculty and teaching assistants, thus opening the door to enhanced student engagement (e.g. the quality of effort students put forth, their persistence in science and/or engineering courses, and their perception of scientific relevance in everyday life). Among these efforts, School of Earth Sciences course development TAs work 1:1 in advance of the term with introductory course faculty to design exercises and course materials that meet clearly articulated student learning goals or pedagogical challenges. Throughout the process, TAs are mentored by the faculty as well as science pedagogy experts. Initially funded by a major teaching award, the School is now moving to institutionalize this successful program which has broadened the definition of the TA role. Another area of optimization, reflecting Shulman's concept of pedagogical content knowledge, is our campus mandate that TA development take place within a departmental, as well as general, context. Both Chemistry and Physics expect introductory course TAs to lead interactive, guided-inquiry or tutorial-style sections. Integrating these sections with lecture and positively reinforcing course goals requires TA buy-in and a set of pedagogical facilitation skills cultivated through course-specific training and active mentoring while teaching. To better support the mentoring process

Testing The Scale-up Approach To Introductory Astronomy

NASA Astrophysics Data System (ADS)

Kregenow, Julia M.; Keller, L.; Rogers, M.; Romero, D.

2008-09-01

Ithaca College physics department has begun transforming our general education astronomy courses into hands-on, active-learning courses from the previous lecture-based format. We are using the SCALE-UP model (Student Centered Activities for Large Enrollment University Programs) pioneered at North Carolina State University. Expanding on the successes of Studio Physics (developed at RPI), which exchanges traditionally separate lecture/recitation/ laboratory sessions for one dynamic, active-learning environment for approximately 40 students, SCALE-UP extends this model to accommodate 100+ students by using large round tables creating naturally smaller groups of students. Classes meet three times per week with each class blending lecture, hands-on activities, group problem solving, and the use of student polling devices. We are testing whether this mode of teaching astronomy will lead to a better understanding of astronomy and the nature of science. Applying this approach in both the SCALE-UP classroom (90 students) and a traditional lecture classroom (45 students) in spring 2008, we report on our early results and lessons learned after one semester. We also discuss some of our lingering implementation questions and issues, such as: whether to use the same or different instructor in two parallel sections, requiring textbook reading, reading quizzes, on-line homework and activities, how much math to include, development of hands-on activities, and culling the typically overpacked intro astronomy syllabus.

Interactive Materials In The Teaching Of Astronomy

NASA Astrophysics Data System (ADS)

Macêdo, J. A.; Voelzke, M. R.

2014-10-01

This study presents results of a survey conducted at the Federal Institution of Education, Science and Technology in the North of Minas Gerais (IFNMG), and aimed to investigate the potentialities of the use of interactive materials in the teaching of astronomy. An advanced training course with involved learning activities about basic concepts of astronomy was offered to thirty-two Licenciate students in Physics, Mathematics and Biological Science. The following steps were to be taken: i) analysis of the pedagogical projects (PPC) of the licenciates at the IFNMG, research locus of its Campus Januária; ii) analysis of students' preconceptions about astronomy and digital technologies, identified by the application of an initial questionnaire; iii) preparation of the course taking into account the students' previous knowledge; iv) application of the education proposal developed under part-time presence modality, using various interactive tools; v) application and analysis of the final questionnaire. The test was conducted with the qualitative and quantitative methodology, combined with a content analysis. The results indicated that in the IFNMG only the licenciate-course in physics includes astronomy content diluted in various subjects of the curriculum; the rates of students prior knowledge in relation to astronomy was low; an evidence of meaningful learning of the concepts related to astronomy, and of viability of resource use involving digital technologies in the Teaching of astronomy, which may contribute to the broadening of methodological options of future teachers and meet their training needs.

NASA Center for Astronomy Education: Building a Community of Practice

NASA Astrophysics Data System (ADS)

Brissenden, Gina; Prather, E.; Slater, T. F.; Greene, W. M.; Thaller, M.

2006-12-01

The NASA Center for Astronomy Education (CAE) is devoted to the professional development of introductory college astronomy instructors teaching at community colleges. The primary goal is building a "community of practice." Evaluation results suggest this community of practice model is effective at improving instructional practices, particularly in settings where instructors feel isolated from their peers. For community college faculty this isolation can be quite real. Many are the only astronomer, if not the only scientist, at their institution. In addition, they may be adjunct instructors who have no office, no institutional email address, nor appear in the campus directory. CAE works to prevent this sense of isolation by building both actual and virtual communities for these instructors, as well as provide actual and virtual professional development opportunities. CAE’s major effort is providing multi-tiered "Teaching Excellence Workshops" offered at national and regional venues. Ongoing support is offered through the CAE website. Instructors can learn about, and register for, upcoming workshops. They can engage in discussions about educational issues and share best practices with peers using the moderated discussion group AstroLrner@CAE. CAE also provides an updated article "This Month’s Teaching Strategy” which is a reflection on teaching strategies discussed in the workshops. Instructors can also find their peers through the online map of US community colleges offering introductory astronomy courses. Lastly, CAE Regional Teaching Exchanges facilitate local, and sustained, community building. CAE is supported by the NASA/JPL Navigator Public Engagement Program and the Spitzer Space Telescope Education and Public Outreach Program.

Some Ideas on Teaching Astronomy.

ERIC Educational Resources Information Center

Allan, Phil

1980-01-01

Described are several homework activities for use in teaching Astronomy. Topics include optical telescopes, the sun, and facts about the solar system. The format is a series of true-false questions related to diagrams which students must complete. (DS)

The Universe in the Classroom. A Newsletter on Teaching Astronomy. Issues 14-16, 1990.

ERIC Educational Resources Information Center

The Universe in the Classroom, 1990

1990-01-01

This document consists of the three issues of this newsletter published in 1990. Designed to assist teachers at the secondary and college level in designing and presenting instruction on the topic of astronomy, typical articles in this newsletter include: (1) "Introductory Astronomy Glossary," which presents the definitions of 42 different terms;…

Statistics Graduate Teaching Assistants' Beliefs, Practices and Preparation for Teaching Introductory Statistics

ERIC Educational Resources Information Center

Justice, Nicola; Zieffler, Andrew; Garfield, Joan

2017-01-01

Graduate teaching assistants (GTAs) are responsible for the instruction of many statistics courses offered at the university level, yet little is known about these students' preparation for teaching, their beliefs about how introductory statistics should be taught, or the pedagogical practices of the courses they teach. An online survey to examine…

3D Virtual Reality for Teaching Astronomy

NASA Astrophysics Data System (ADS)

Speck, Angela; Ruzhitskaya, L.; Laffey, J.; Ding, N.

2012-01-01

We are developing 3D virtual learning environments (VLEs) as learning materials for an undergraduate astronomy course, in which will utilize advances both in technologies available and in our understanding of the social nature of learning. These learning materials will be used to test whether such VLEs can indeed augment science learning so that it is more engaging, active, visual and effective. Our project focuses on the challenges and requirements of introductory college astronomy classes. Here we present our virtual world of the Jupiter system and how we plan to implement it to allow students to learn course material - physical laws and concepts in astronomy - while engaging them into exploration of the Jupiter's system, encouraging their imagination, curiosity, and motivation. The VLE can allow students to work individually or collaboratively. The 3D world also provides an opportunity for research in astronomy education to investigate impact of social interaction, gaming features, and use of manipulatives offered by a learning tool on students’ motivation and learning outcomes. Use of this VLE is also a valuable source for exploration of how the learners’ spatial awareness can be enhanced by working in 3D environment. We will present the Jupiter-system environment along with a preliminary study of the efficacy and usability of our Jupiter 3D VLE.

The Importance and Justifications for Astronomy Teaching: A Look at the Researches on the Area

NASA Astrophysics Data System (ADS)

Soler, D. R.; Leite, C.

2013-08-01

Many researchers in Astronomy Teaching often refer to Astronomy as an object of great curiosity. In this paper, we will present a survey concerning the importance and justifications researchers have given to Astronomy Teaching. In a universe of 180 papers about Astronomy Teaching, found in periodicals from the areas of Science, Physics and Astronomy Teaching in the last decade, in 29 of them, discussions about the importance or justifications to Astronomy Teaching were found. As the main result of this work, all the elements related to the importance and the justification for the Astronomy Teaching were organized and grouped in four categories of analysis, which indicate the nature of the justifications presented by the authors: Awakening of feelings and curiosities; Socio-historic-cultural relevance; World view and awareness expansion and Interdisciplinarity. In each category, related elements were grouped. By doing so, we could produce an articulation among the elements taken from different papers, matching them in a way that enabled us to obtain new inferences not individually present in any of the papers. Furthermore, when all the research was analyzed, it was also revealed that there were no papers that aimed at the investigation of the importance and justifications for Astronomy Teaching. It was still noticed that, in general, when researchers invoke the interdisciplinary character of Astronomy, they make it superficially. Since the researches do not show how they get the idea presented to the justifications for teaching Astronomy, some questions could have surfaced, such as: would it be possible to exist a kind of “common sense” for teaching and disseminating Astronomy that would make researchers understand Astronomy as a differential science? Would the "born interest" in Astronomy - pointed by some people - be something real? Does Astronomy really differ from other sciences?

Resources for Teaching Astronomy in UK Schools

ERIC Educational Resources Information Center

Roche, Paul; Newsam, Andy; Roberts, Sarah; Mason, Tom; Baruch, John

2012-01-01

This article looks at a selection of resources currently available for use in the teaching of astronomy in UK schools. It is by no means an exhaustive list but it highlights a variety of free resources that can be used in the classroom to help engage students of all ages with astronomy and space science. It also lists several facilities with a…

NASA Center for Astronomy Education: Building a Community of Practice

NASA Astrophysics Data System (ADS)

Brissenden, Gina; Prather, E. E.; Slater, T. F.; Greene, W. M.; Thaller, M.; Alvidrez, R.

2007-12-01

The NASA Center for Astronomy Education (CAE) is devoted to the professional development of introductory college astronomy instructors teaching at community colleges. The primary goal is building a "community of practice." Evaluation results suggest this community of practice model is effective at improving instructional practices, particularly in settings where instructors feel isolated from their peers. For community college faculty this isolation can be quite real. Many are the only astronomer, if not the only scientist, at their institution. In addition, they may be adjunct instructors who have no office, no institutional email address, nor appear in the campus directory. CAE works to prevent this sense of isolation by building both actual and virtual communities for these instructors, as well as provide actual and virtual professional development opportunities. CAE's major effort is providing multi-tiered "Teaching Excellence Workshops" offered at national and regional venues. Recently added to our workshop offerings is a Tier II, or advanced, workshop for instructors who have attended a previous Teaching Excellence Workshop. The focus of the Tier II workshops is on implementation issues. In addition, we are now also offering a workshop exclusively for post-docs, graduates, and undergraduate students. Ongoing support is offered through the CAE website. Instructors can learn about, and register for, upcoming workshops. They can engage in discussions about educational issues and share best practices with peers using the moderated discussion group Astrolrner@CAE. CAE also provides an updated article "This Month's Teaching Strategy” which is a reflection on teaching strategies discussed in the workshops. Instructors can also find their peers through the online map of US community colleges offering introductory astronomy courses. Lastly, CAE Regional Teaching Exchanges facilitate local, and sustained, community building. CAE is supported by the NASA/JPL Navigator

Astronomy Teaching in Europe's Secondary Schools

NASA Astrophysics Data System (ADS)

1994-11-01

EU/ESO Workshop for European Physics Teachers A joint Workshop of the European Union (EU) and the European Southern Observatory (ESO) will take place on November 25 - 30, 1994 under the auspices of the European Week for Scientific Culture. The Workshop is entitled "Astronomy: Science, Culture and Technology". It will bring together at the ESO Headquarters in Garching (Germany) more than 100 secondary school teachers and ministerial representatives from 17 European countries to discuss all aspects of this broad subject. It is the first and very visible part of a new, sustained effort to stimulate and modernize the teaching of the subjects of Astronomy and Astrophysics in European secondary schools. During the Workshop, the participants will experience the present state of this multi-disciplinary science in its most general context, that is as a human, long-term scientific and technological endeavour with great cultural implications. They will exchange views on how the various elements of Astronomy can best be utilized within the educational schemes of the individual countries, both as subjects in their own rights, and especially in support of many other items on the present teaching agenda. Why This Workshop ? Astronomy is probably the oldest science. Since innumerable millenia, it has continued to have a great influence on mankind's perception of itself and its surroundings. In our days, Astronomy and Astrophysics have become a central area of the natural sciences with many direct links to other sciences (e.g., many aspects of physics, mathematics, chemistry, the geo-sciences, etc.); it has an important cultural content (including our distant origins, the recognition of the location and restricted extent of our niche in space and time, cosmological considerations as well as philosophy in general); its recent successes are to a large amount dependent on advanced technologies and methodologies (e.g., optics, electronics, detector techniques at all wavelengths

Teaching Electrostatics and Entropy in Introductory Physics

NASA Astrophysics Data System (ADS)

Reeves, Mark

Entropy changes underlie the physics that dominates biological interactions. Indeed, introductory biology courses often begin with an exploration of the qualities of water that are important to living systems. However, one idea that is not explicitly addressed in most introductory physics or biology courses is important contribution of the entropy in driving fundamental biological processes towards equilibrium. I will present material developed to teach electrostatic screening in solutions and the function of nerve cells where entropic effects act to counterbalance electrostatic attraction. These ideas are taught in an introductory, calculus-based physics course to biomedical engineers using SCALEUP pedagogy. Results of student mastering of complex problems that cross disciplinary boundaries between biology and physics, as well as the challenges that they face in learning this material will be presented.

Insights from a Survey of Astronomy Instructors in Community and Other Teaching-Oriented Colleges in the United States

ERIC Educational Resources Information Center

Fraknoi, Andrew

2004-01-01

Estimates are that approximately 100,000 to 125,000 students take introductory astronomy classes each year at colleges and universities that do not grant bachelor's or higher degrees in physics or astronomy. This represents roughly 40% to 50% of the total number of students taking intro astronomy in the United States. Such nonresearch institutions…

Characterizing Teaching in Introductory Geology Courses: Measuring Classroom Practices

ERIC Educational Resources Information Center

Budd, D. A.; van der Hoeven Kraft, K. J.; McConnell, D. A.; Vislova, T.

2013-01-01

Most research about reformed teaching practices in the college science classroom is based on instructor self-report. This research describes what is happening in some introductory geology courses at multiple institutions across the country using external observers. These observations are quantified using the Reformed Teaching Observation Protocol…

DPS Discovery Slide Sets for the Introductory Astronomy Instructor

NASA Astrophysics Data System (ADS)

Meinke, Bonnie K.; Jackson, Brian; Buxner, Sanlyn; Horst, Sarah; Brain, David; Schneider, Nicholas M.

2016-10-01

The DPS actively supports the E/PO needs of the society's membership, including those at the front of the college classroom. The DPS Discovery Slide Sets are an opportunity for instructors to put the latest planetary science into their lectures and for scientists to get their exciting results to college students.In an effort to keep the astronomy classroom apprised of the fast moving field of planetary science, the Division for Planetary Sciences (DPS) has developed "DPS Discoveries", which are 3-slide presentations that can be incorporated into college lectures. The slide sets are targeted at the Introductory Astronomy undergraduate level. Each slide set consists of three slides which cover a description of the discovery, a discussion of the underlying science, and a presentation of the big picture implications of the discovery, with a fourth slide that includes links to associated press releases, images, and primary sources. Topics span all subdisciplines of planetary science, and 26 sets are available in Farsi and Spanish. We intend for these slide sets to help Astronomy 101 instructors include new developments (not yet in their textbooks) into the broader context of the course. If you need supplemental material for your classroom, please checkout the archived collection: http://dps.aas.org/education/dpsdiscMore slide sets are now in development and will be available soon! In the meantime, we seek input, feedback, and help from the DPS membership to add fresh slide sets to the series and to connect the college classroom to YOUR science. It's easy to get involved - we'll provide a content template, tips and tricks for a great slide set, and pedagogy reviews. Talk to a coauthor to find out how you can disseminate your science or get involved in E/PO with your contributions.

Teaching Advanced Data Analysis Tools to High School Astronomy Students

NASA Astrophysics Data System (ADS)

Black, David V.; Herring, Julie; Hintz, Eric G.

2015-01-01

A major barrier to becoming an astronomer is learning how to analyze astronomical data, such as using photometry to compare the brightness of stars. Most fledgling astronomers learn observation, data reduction, and analysis skills through an upper division college class. If the same skills could be taught in an introductory high school astronomy class, then more students would have an opportunity to do authentic science earlier, with implications for how many choose to become astronomers. Several software tools have been developed that can analyze astronomical data ranging from fairly straightforward (AstroImageJ and DS9) to very complex (IRAF and DAOphot). During the summer of 2014, a study was undertaken at Brigham Young University through a Research Experience for Teachers (RET) program to evaluate the effectiveness and ease-of-use of these four software packages. Standard tasks tested included creating a false-color IR image using WISE data in DS9, Adobe Photoshop, and The Gimp; a multi-aperture analyses of variable stars over time using AstroImageJ; creating Spectral Energy Distributions (SEDs) of stars using photometry at multiple wavelengths in AstroImageJ and DS9; and color-magnitude and hydrogen alpha index diagrams for open star clusters using IRAF and DAOphot. Tutorials were then written and combined with screen captures to teach high school astronomy students at Walden School of Liberal Arts in Provo, UT how to perform these same tasks. They analyzed image data using the four software packages, imported it into Microsoft Excel, and created charts using images from BYU's 36-inch telescope at their West Mountain Observatory. The students' attempts to complete these tasks were observed, mentoring was provided, and the students then reported on their experience through a self-reflection essay and concept test. Results indicate that high school astronomy students can successfully complete professional-level astronomy data analyses when given detailed

Teaching astronomy with dry erase whiteboards

NASA Astrophysics Data System (ADS)

Slater, Timothy F.

2016-09-01

In the quest to become a great astronomy teacher, one carefully considers what might be the best textbook, what might be the best homework collection and grading system, which classroom policies promote an active learning environment, and which teaching inclinations and strategies might work best with this year's students. But what about teaching equipment? As you are thinking about next year's teaching hardware needs, a surprisingly effective tool to consider adding to your cabinet that consistently encourages more active learning is a stack of small dry erase whiteboards.

Barriers to Teaching Introductory Physical Geography Online

ERIC Educational Resources Information Center

Ritter, Michael E.

2012-01-01

Learning geography online is becoming an option for more students but not without controversy. Issues of faculty resources, logistics, professional recognition, and pedagogical concerns are cited as barriers to teaching online. Offering introductory physical geography online presents special challenges. As a general education course, an…

Astronomy Village: Innovative Uses of Planetary Astronomy Images and Data

NASA Astrophysics Data System (ADS)

Croft, S. K.; Pompea, S. M.

2008-06-01

Teaching and learning science is best done by hands-on experience with real scientific data and real scientific problems. Getting such experiences into public and home-schooling classrooms is a challenge. Here we describe two award-winning multimedia products that embody one successful solution to the problem: Astronomy Village: Investigating the Universe, and Astronomy Village: Investigating the Solar System. Each Village provides a virtual environment for inquiry-based scientific exploration of ten planetary and astronomical problems such as ``Mission to Pluto'' and ``Search for a Supernova.'' Both Villages are standards-based and classroom tested. Investigating the Solar System is designed for middle and early high school students, while Investigating the Universe is at the high school and introductory college level. The objective of both Villages is to engage students in scientific inquiry by having them acquire, explore, and analyze real scientific data and images drawn from real scientific problems.

Teaching Astronomy in Extracurricular Study Groups of Armenia

NASA Astrophysics Data System (ADS)

Khachatryan, Mher; Grigoryan, Avetik

2016-12-01

The report presents the history of activity of Extracurricular Study Groups of Ar¬menia teaching astronomy and related subjects. It mainly refers to the Aerospace Club founded in 1988, which has long been acting as an officially unre¬gis¬tered, but efficiently performing non-governmental organization - Armenian Youth Ae¬ro¬space Society. The Club teaches, provides a truly scientific view of the world, advocates astronomy and other scientific and technical areas, provides interesting lectures and ar¬ticles to schools and mass media, arranges seminars and meetings with renowned experts, publishes scientific ar¬ticles, manuals, books, puts forward important scientific and techno-logical problems and offer students to work together on them, seek for solutions and develop possible appli¬ca¬tions. All this is aimed at maintaining and further development of leading positions of Armenia's scientific potential, particularly in astronomy.

An Experience of Teaching of Astronomy in the 6th Year if Fundamental Education

NASA Astrophysics Data System (ADS)

Pereira, L. F.; Damasceno, L. E. F.; Nero, J. D.; Silva, S. J. S. da; Costa, M. B. C.; Aleixo, V. F. P.; Júnior, C. A. B. da S.

2017-12-01

This paper deals the question of astronomy teaching within the science discipline through: 1- analysis of the "Earth and Universe" axis of the National Curricular Parameters (NCPs); 2- profile of the professional who teaching the discipline; 3- analysis of the history and importance of experimentation for the teaching of Astronomy in Brazil. The main objective is to analyze the conception of students and teachers regarding the application of experimentation in the teaching of Astronomy in a hybrid class of 6º year with 14 students in the period recovery (07/2016) in an municipal public school of São Miguel of Guama-Pa. We highlight the teacher mishaps of the public school system and its difficulty in using teaching methodologies that go beyond the traditional, we emphasize, the problems with the training courses concerning the teaching of Astronomy and highlight the experimentation as tool indispensable in the construction of this teaching and learning process.

Teaching astronomy with case studies

NASA Astrophysics Data System (ADS)

Slater, Timothy F.

2015-11-01

Breaking the students into small, collaborative learning groups to solve a meaningful task together is one of the most successful and fully evaluated teaching techniques implemented over the last century. Although there are many ways to accomplish small group learning, a long-standing and consistently successful collaborative class activity is to use the case study teaching strategy. The use of case studies is common in medical schools and law schools, but not so common in the teaching of astronomy. Case studies create meaningful conversations among students and with the professor by focusing on life-like dilemmas to be solved. Case study tasks ask audience members to synthesize several ideas or evaluate scenarios that have not been explicitly presented to them in the lecture or in available readings.

Supporting Interactive Teaching Methods at the New Faculty Workshop with Astronomy Lecture-Tutorials

NASA Astrophysics Data System (ADS)

Slater, T. F.; Brissenden, G.; Duestua, S.; Prather, E. E.

2004-05-01

Ongoing research by the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona Steward Observatory suggests that, although faculty realize that lecture-based instruction is ineffective for many students, they are not aware of what interactive teaching strategies are available, particularly for large enrollment courses. A major emphasis of the AAPT/AAS New Faculty Workshop was to introduce faculty to effective active-learning strategies based on an understanding of how people learn. Faculty were introduced to think-pair-share methods where students work together to explain difficult concepts to each other. Faculty were also introduced to authentic assessment strategies that go beyond using traditional multiple-choice tests. In particular, faculty were introduced to Lecture-Tutorials for Introductory Astronomy. The Lecture-Tutorials are instructional materials intended for use with collaborative student learning groups and are designed specifically to be easily integrated into existing courses centered on conventional lectures and do not require any outside equipment or a drastic course revision for implementation. The materials are based on research into student beliefs and reasoning difficulties and use effective instructional strategies that center on student learning. Each workshop presentation was complimented by a follow-up small group discussion session.

The Astronomy Workshop

NASA Astrophysics Data System (ADS)

Hamilton, D. P.; Asbury, M. L.; Proctor, A.

2001-12-01

The Astronomy Workshop (http://janus.astro.umd.edu) is an interactive online astronomy resource developed, and maintained at the University of Maryland, for use by students, educators and the general public. The Astronomy Workshop has been extensively tested and used successfully at many different levels, including High School and Junior High School science classes, University introductory astronomy courses, and University intermediate and advanced astronomy courses. Some topics currently covered in the Astronomy Workshop are: Animated Orbits of Planets and Moons: The orbits of the nine planets and 91 known planetary satellites are shown in animated, to-scale drawings. The orbiting bodies move at their correct relative speeds about their parent, which is rendered as an attractive, to-scale gif image. Solar System Collisions: This most popular of our applications shows what happens when an asteroid or comet with user-defined size and speed impacts a given planet. The program calculates many effects, including the country impacted (if Earth is the target), energy of the explosion, crater size, magnitude of the planetquake generated. It also displays a relevant image (e.g. terrestrial crater, lunar crater, etc.). Planetary and Satellite Data Calculators: These tools allow the user to easily calculate physical data for all of the planets or satellites simultaneously, making comparison very easy. Orbital Simulations: These tools allow the student to investigate different aspects of the three-body problem of celestial mechanics. Astronomy Workshop Bulletin Board: Get innovative teaching ideas and read about in-class experiences with the Astronomy Workshop. Share your ideas with other educators by posting on the Bulletin Board. Funding for the Astronomy Workshop is provided by the National Science Foundation.

Teaching in the Age of Electrons

NASA Astrophysics Data System (ADS)

Impey, C. D.

2002-12-01

Technology opens up a bewildering array of opportunities and options for faculty teaching courses to large groups of non-science majors. The trick is in understanding which modes of instruction increase the engagement and learning of students. Among the tools that show good potential for advancing learning in introductory astronomy classes are virtual worlds, exercises that use real astronomy data sets, expert systems, and content accessible by phone. Some of the capabilities of a new web site to assist astronomy instructors, www.astronomica.org, will be demonstrated.

Holistic Approach to Learning and Teaching Introductory Object-Oriented Programming

ERIC Educational Resources Information Center

Thota, Neena; Whitfield, Richard

2010-01-01

This article describes a holistic approach to designing an introductory, object-oriented programming course. The design is grounded in constructivism and pedagogy of phenomenography. We use constructive alignment as the framework to align assessments, learning, and teaching with planned learning outcomes. We plan learning and teaching activities,…

Adding Audio Supported Smartboard Lectures to an Introductory Astronomy Online Laboratory

NASA Astrophysics Data System (ADS)

Lahaise, U. G. L.

2003-12-01

SMART Board(TM) and RealProducer(R) Plus technologies were used to develop a series of narrated pre-lab introductory online lectures. Smartboard slides were created by capturing images from internet pages and power point slides, then annotated and saved as web pages using smartboard technology. Short audio files were recorded using the RealProducer Plus software which were then linked to individual slides. WebCT was used to deliver the online laboratory. Students in an Introductory Astronomy of the Solar System Online laboratory used the lectures to prepare for laboratory exercises. The narrated pre-lab lectures were added to six out of eight suitable laboratory exercises. A survey was given to the students to research their online laboratory experience, in general, and the impact of the narrated smartboard lectures on their learning success, specifically. Data were collected for two accelerated sessions. Results show that students find the online laboratory equally hard or harder than a separate online lecture. The accelerated format created great time pressure which negatively affected their study habits. About half of the students used the narrated pre-lab lectures consistently. Preliminary findings show that lab scores in the accelerated sessions were brought up to the level of full semester courses.

Development and Calibration of a Concept Inventory to Measure Introductory College Astronomy and Physics Students' Understanding of Newtonian Gravity

ERIC Educational Resources Information Center

Williamson, Kathryn Elizabeth

2013-01-01

The topic of Newtonian gravity offers a unique vantage point from which to investigate and encourage conceptual change because it is something with which everyone has daily experience, and because it is taught in two courses that reach a wide variety of students--introductory-level college astronomy ("Astro 101") and physics ("Phys…

Qualitative Analysis of Collaborative Learning Groups in Large Enrollment Introductory Astronomy

NASA Astrophysics Data System (ADS)

Skala, Chija; Slater, Timothy F.; Adams, Jeffrey P.

2000-08-01

Large-lecture introductory astronomy courses for undergraduate, non-science majors present numerous problems for faculty. As part of a systematic effort to improve the course learning environment, a series of small-group, collaborative learning activities were implemented in an otherwise conventional lecture astronomy survey course. These activities were used once each week during the regularly scheduled lecture period. After eight weeks, ten focus group interviews were conducted to qualitatively assess the impact and dynamics of these small group learning activities. Overall, the data strongly suggest that students enjoy participating in the in-class learning activities in learning teams of three to four students. These students firmly believe that they are learning more than they would from lectures alone. Inductive analysis of the transcripts revealed five major themes prevalent among the students' perspectives: (1) self-formed, cooperative group composition and formation should be more regulated by the instructor; (2) team members' assigned rolls should be less formally structured by the instructors; (3) cooperative groups helped in learning the course content; (4) time constraints on lectures and activities need to be more carefully aligned; and (5) gender issues can exist within the groups. These themes serve as a guide for instructors who are developing instructional interventions for large lecture courses.

Opportunity to learn: Investigating possible predictors for pre-course Test Of Astronomy STandards TOAST scores

NASA Astrophysics Data System (ADS)

Berryhill, Katie J.

As astronomy education researchers become more interested in experimentally testing innovative teaching strategies to enhance learning in introductory astronomy survey courses ("ASTRO 101"), scholars are placing increased attention toward better understanding factors impacting student gain scores on the widely used Test Of Astronomy STandards (TOAST). Usually used in a pre-test and post-test research design, one might naturally assume that the pre-course differences observed between high- and low-scoring college students might be due in large part to their pre-existing motivation, interest, experience in science, and attitudes about astronomy. To explore this notion, 11 non-science majoring undergraduates taking ASTRO 101 at west coast community colleges were interviewed in the first few weeks of the course to better understand students' pre-existing affect toward learning astronomy with an eye toward predicting student success. In answering this question, we hope to contribute to our understanding of the incoming knowledge of students taking undergraduate introductory astronomy classes, but also gain insight into how faculty can best meet those students' needs and assist them in achieving success. Perhaps surprisingly, there was only weak correlation between students' motivation toward learning astronomy and their pre-test scores. Instead, the most fruitful predictor of TOAST pre-test scores was the quantity of pre-existing, informal, self-directed astronomy learning experiences.

Introductory labs; what they don't, should, and can teach (and why)

NASA Astrophysics Data System (ADS)

Wieman, Carl

2016-03-01

Introductory physics labs are widely used and expensive. They have a wide variety of potential learning goals, but these are seldom specified and less often measured if they are achieved. We cover three different research projects on introductory labs: 1) We have done cognitive task analyses of both experimental research in physics and instructional labs. The striking differences explain much of the unhappiness expressed by students with labs: 2) We have measured the effectiveness of two introductory physics lab courses specifically intended to teach the physics content covered in standard introductory courses on mechanics and E & M. As measured by course exams, the benefit is 0 +/-2% for both. 3) We show how it is possible to use lab courses to teach students to correctly evaluate physical models with uncertain data. Such quantitative critical thinking is an important skill that is not learned in typical lab courses, but is well learned by our modified lab instruction.

The Astronomy Workshop

NASA Astrophysics Data System (ADS)

Hamilton, D. P.; Asbury, M. L.

1999-12-01

The Astronomy Workshop (http://janus.astro.umd.edu) is an interactive online astronomy resource developed and maintained at the University of Maryland for use by students, educators and the general public. The Astronomy Workshop has been extensively tested and used successfully at many different levels, including High School and Junior High School science classes, University introductory astronomy courses, and University intermediate and advanced astronomy courses. Some topics currently covered in the Astronomy Workshop are: Animated Orbits of Planets and Moons: The orbits of the nine planets and 63 known planetary satellites are shown in animated, to-scale drawings. The orbiting bodies move at their correct relative speeds about their parent, which is rendered as an attractive, to-scale gif image. Solar System Collisions: This most popular of our applications shows what happens when an asteroid or comet with user-defined size and speed impacts a given planet. The program calculates many effects, including the country impacted (if Earth is the target), energy of explosion, crater size, and magnitude of the ``planetquake'' generated. It also displays a relevant image (e.g. terrestrial crater, lunar crater, etc.). Scale of the Universe: Travel away from the Earth at a chosen speed and see how long it takes to reach other planets, stars and galaxies. This tool helps students visualize astronomical distances in an intuitive way. Scientific Notation: Students are interactively guided through conversions between scientific notation and regular numbers. Orbital Simulations: These tools allow the student to investigate different aspects of the three-body problem of celestial mechanics. Astronomy Workshop Bulletin Board: Get innovative teaching ideas and read about in-class experiences with the Astronomy Workshop. Share your ideas with other educators by posting on the Bulletin Board. Funding for the Astronomy Workshop is provided by NSF.

The Astronomy Workshop

NASA Astrophysics Data System (ADS)

Hamilton, D. P.; Asbury, M. L.

2000-05-01

The Astronomy Workshop (http://janus.astro.umd.edu) is an interactive online astronomy resource developed and maintained at the University of Maryland for use by students, educators and the general public. The Astronomy Workshop has been extensively tested and used successfully at many different levels, including High School and Junior High School science classes, University introductory astronomy courses, and University intermediate and advanced astronomy courses. Some topics currently covered in the Astronomy Workshop are: ANIMATED ORBITS OF PLANETS AND MOONS: The orbits of the nine planets and 63 known planetary satellites are shown in animated, to-scale drawings. The orbiting bodies move at their correct relative speeds about their parent, which is rendered as an attractive, to-scale gif image. SOLAR SYSTEM COLLISIONS: This most popular of our applications shows what happens when an asteroid or comet with user-defined size and speed impacts a given planet. The program calculates many effects, including the country impacted (if Earth is the target), energy of explosion, crater size, and magnitude of the ``planetquake'' generated. It also displays a relevant image (e.g. terrestrial crater, lunar crater, etc.). SCALE OF THE UNIVERSE: Travel away from the Earth at a chosen speed and see how long it takes to reach other planets, stars and galaxies. This tool helps students visualize astronomical distances in an intuitive way. SCIENTIFIC NOTATION: Students are interactively guided through conversions between scientific notation and regular numbers. ORBITAL SIMULATIONS: These tools allow the student to investigate different aspects of the three-body problem of celestial mechanics. ASTRONOMY WORKSHOP BULLETIN BOARD: Get innovative teaching ideas and read about in-class experiences with the Astronomy Workshop. Share your ideas with other educators by posting on the Bulletin Board. Funding for the Astronomy Workshop is provided by NSF.

The Astronomy Workshop

NASA Astrophysics Data System (ADS)

Hamilton, D. P.; Asbury, M. L.

1999-09-01

The Astronomy Workshop (http://janus.astro.umd.edu) is an interactive online astronomy resource developed and maintained at the University of Maryland for use by students, educators and the general public. The Astronomy Workshop has been extensively tested and used successfully at many different levels, including High School and Junior High School science classes, University introductory astronomy courses, and University intermediate and advanced astronomy courses. Some topics currently covered in the Astronomy Workshop are: Animated Orbits of Planets and Moons: The orbits of the nine planets and 63 known planetary satellites are shown in animated, to-scale drawings. The orbiting bodies move at their correct relative speeds about their parent, which is rendered as an attractive, to-scale gif image. Solar System Collisions: This most popular of our applications shows what happens when an asteroid or comet with user-defined size and speed impacts a given planet. The program calculates many effects, including the country impacted (if Earth is the target), energy of explosion, crater size, and magnitude of the ``planetquake'' generated. It also displays a relevant image (e.g. terrestrial crater, lunar crater, etc.). Scale of the Universe: Travel away from the Earth at a chosen speed and see how long it takes to reach other planets, stars and galaxies. This tool helps students visualize astronomical distances in an intuitive way. Scientific Notation: Students are interactively guided through conversions between scientific notation and regular numbers. Orbital Simulations: These tools allow the student to investigate different aspects of the three-body problem of celestial mechanics. Astronomy Workshop Bulletin Board: Get innovative teaching ideas and read about in-class experiences with the Astronomy Workshop. Share your ideas with other educators by posting on the Bulletin Board. Funding for the Astronomy Workshop is provided by NSF.

Teaching Strategies in Introductory Sociology for College Students with Learning Disabilities.

ERIC Educational Resources Information Center

Adams, Murray C.; Crews, W. Bee

1991-01-01

Focuses on teaching techniques proven effective in reaching learning-disabled students enrolled in introductory sociology courses. Examines the definition and characteristics of such students. Finds these techniques increase teaching effectiveness and are useful for handicapped and nonhandicapped students. Suggests specific strategies and…

Computer Managed Instruction: An Application in Teaching Introductory Statistics.

ERIC Educational Resources Information Center

Hudson, Walter W.

1985-01-01

This paper describes a computer managed instruction package for teaching introductory or advanced statistics. The instructional package is described and anecdotal information concerning its performance and student responses to its use over two semesters are given. (Author/BL)

CAPER Team Innovations in Teaching and Learning in ASTRO 101

NASA Astrophysics Data System (ADS)

Slater, Timothy F.; Prather, E. E.; Bailey, J. M.; Bardar, E.; Brissenden, G.; Dokter, E. F.; Hudgins, D.; Keller, J.

2006-12-01

The Conceptual Astronomy and Physics Education Research (CAPER) Team, based at the University of Arizona but drawing on the collective expertise of astronomy educators around the world, is conducting scholarly research and developing instructional strategies in an effort to support high-quality astronomy teaching. One avenue of research is focused on creating and validating conceptual inventories that instructors can use to measure the effectiveness of their instructional interventions. We have recently completed new inventories in the topic areas of (1) light and spectra; (2) stars and stellar formation; and (3) planetary atmospheres and the greenhouse effect. In addition, we are using results from research on students’ naive beliefs and reasoning difficulties to development instructional strategies that promote a learner centered classroom. Our research into the effectiveness of two such curriculum projects (Lecture-Tutorials for Introductory Astronomy and Ranking Tasks for Introductory Astronomy) show that these curriculum result in statistically significant gains in student understanding across a broad range of topics, much greater than lecture alone. A third avenue of research centers on improving how ASTRO 101 is taught on a national level. Informed by our continual evaluation and fine tuning of different forms of collaborative group learning and peer instruction teaching strategies, we have developed a multi-day series of workshops that are designed to help faculty better implement innovative teaching strategies that promote a learner-centered teaching environment in the ASTO 101 large lecture course. The workshops are being assessed and iteratively improved through formative evaluation approaches aimed at determining to what extent they have a positive impact on classroom practice.

ITEMS Project: An online sequence for teaching mathematics and astronomy

NASA Astrophysics Data System (ADS)

Martínez, Bernat; Pérez, Josep

2010-10-01

This work describes an elearning sequence for teaching geometry and astronomy in lower secondary school created inside the ITEMS (Improving Teacher Education in Mathematics and Science) project. It is based on results from the astronomy education research about studentsŠ difficulties in understanding elementary astronomical observations and models. The sequence consists of a set of computer animations embedded in an elearning environment aimed at supporting students in learning about astronomy ideas that require the use of geometrical concepts and visual-spatial reasoning.

The Development and Implementation of a Model for Teaching Astronomy to Deaf Students

ERIC Educational Resources Information Center

Bolat, Mualla

2016-01-01

The purpose of this study is to develop and assess a model aimed at teaching astronomy to deaf students. Thus, a 7 day-long project of indoor and outdoor activities was developed. Since the purpose of our study was to teach astronomy to deaf students, our sample was determined by using purposeful sampling technique. The sample of this study…

Development and Validation of a Teaching Practice Scale (TISS) for Instructors of Introductory Statistics at the College Level

ERIC Educational Resources Information Center

Hassad, Rossi A.

2009-01-01

This study examined the teaching practices of 227 college instructors of introductory statistics (from the health and behavioral sciences). Using primarily multidimensional scaling (MDS) techniques, a two-dimensional, 10-item teaching practice scale, TISS (Teaching of Introductory Statistics Scale), was developed and validated. The two dimensions…

The planetarium: A didactic resource to the teaching of astronomy

NASA Astrophysics Data System (ADS)

Marques Barrio, Juan Bernardino

Even though the advances are sharp in the processes of educational research in some areas of the natural sciences, is not possible to declare the same in the case of the Astronomy, where there is a huge hollow. Therefore, the necessity of innovative research in the teaching and learning of Astronomy is really large because is one of the main ways to break the ignorance barrier. Taking into consideration the fact that the heuristic, communicative and educational values in the use of the history of the Astronomy and its interaction with other areas supply an interesting dynamic view to the teaching effort, that is possible to take advantage of that to become aware of the existence of previous ideas and its possible study, in the first moment of the paper we present a panoramic view of the Astronomy around the world: creational myths, interaction with the culture, etc. Since reflect in a critical way about the educational activity is not only consider our practical activity fruit of the exposure of theories, but also consider the theory as a result of our practices, we have chosen the investigation-action as the methodology to be applied on the lessons. Then, we could verify, with the bibliographic review about the didactic processes used to transmit the astronomical knowledge, the arguable existing theoretical framework and the reasearches about teaching and learning of Astronomy, the scarce research and the need of innovate in this field. On the other hand, the process of investigation-action developed, using the Planetarium as a didactic resource in the teaching process, at the same time allow us to state that the Planetarium cover the three basic functions of a didactic middle---bearer of contents, to motivate and to structure---and also declare, in opposition to the view of some authors, that this middle should be, and in fact it is, a big allied to reach the conceptual contents and not only the attitudinal and contents related to the procedure.

An Online Astronomy Course VS. A Interactive Classroom

NASA Astrophysics Data System (ADS)

Slater, Timothy F.; Bailey, Janelle M.; Jaeggli, Sarah A.; Jones, Lauren V.; Lee, Ariane C.

Contemporary science education reforms emphasize building instruction around students’ pre-instructional beliefs fostering a learning environment where students interact with information and phenomena and providing students with frequent feedback to help them monitor their own learning. Recently personal computers and the Internet have given students access to scientific data sets and visualization tools that only professional scientists could use a few years before. With these things in mind we designed a hypermedia learning experience for introductory astronomy (Astronomy Online) that matches Internet technology with how people learn. Astronomy Online was used as the sole delivery system for courses offered during the Fall 2002 semester. The courses are run online. In one manifestation the course was delivered to middle and secondary school teachers spread across the globe. In another version the course was delivered to college undergraduate non-science majors where the only class meetings were a single orientation session and three on-campus exams. We compare these with on-campus courses that use highly interactive teaching techniques by studying common examination questions the Astronomy Diagnostic Test an attitude survey and interviews with students

Initial Teacher Training Science Nature and Mathematics and the Teaching of Astronomy

NASA Astrophysics Data System (ADS)

Macedo, Josué Antunes de

2014-11-01

Although Astronomy is part of the National Curriculum Parameters, it is rarely taught adequately in basic education. In this regard, this research has been developed aiming to investigate contributions to the use of traditional resources combined with digital technologies, in order to create autonomy for future teachers of Natural Sciences and Mathematics in relation to themes in Astronomy. The following steps were taken: i) analysis of educational pedagogical projects (EPP) from licentiate courses at the Federal Institution of Education, Science and Technology in the North of Minas Gerais (FINMG); ii) analysis of students' preconceptions on Astronomy and digital technologies; iii) elaboration of the course and application, developed under the education modality of blended learning, using the teaching proposal of methological pluralism; iv) application and analysis of the final questionnaire. The research subjects were constituted by thirty-two students of Physics, Mathematics and Biological Sciences courses. A mixed methodology with a pre-experimental delineation, combined with content analysis, has been used. The results showed the following: at the IFNMG, only the licentiate course in physics includes Astronomy content in several curriculum subjects; students´ rates of previous knowledge of Astronomy are low, and there are indications of meaningful learning of concepts related to Astronomy. This research sought to contribute to initial teacher training, particularly in relation to Astronomy teaching, proposing new alternatives to promote the teaching of this knowledge area. Furthermore, the intention was to respond to requests of institutions for implementation of blended learning or distance courses, since during the survey it was verified that, although discussions in forums are important, there is a need for such courses to promote on-site meetings conducting practical and manipulative activities.

Teaching Introductory Programming to IS Students: The Impact of Teaching Approaches on Learning Performance

ERIC Educational Resources Information Center

Zhang, Xihui; Zhang, Chi; Stafford, Thomas F.; Zhang, Ping

2013-01-01

Introductory programming courses are typically required for undergraduate students majoring in Information Systems. Instructors use different approaches to teaching this course: some lecturing and assigning programming exercises, others only assigning programming exercises without lectures. This research compares the effects of these two teaching…

Exploring Metacogntive Visual Literacy Tasks for Teaching Astronomy

NASA Astrophysics Data System (ADS)

Slater, Timothy F.; Slater, S.; Dwyer, W.

2010-01-01

Undoubtedly, astronomy is a scientific enterprise which often results in colorful and inspirational images of the cosmos that naturally capture our attention. Students encountering astronomy in the college classroom are often bombarded with images, movies, simulations, conceptual cartoons, graphs, and charts intended to convey the substance and technological advancement inherent in astronomy. For students who self-identify themselves as visual learners, this aspect can make the science of astronomy come alive. For students who naturally attend to visual aesthetics, this aspect can make astronomy seem relevant. In other words, the visual nature that accompanies much of the scientific realm of astronomy has the ability to connect a wide range of students to science, not just those few who have great abilities and inclinations toward the mathematical analysis world. Indeed, this is fortunate for teachers of astronomy, who actively try to find ways to connect and build astronomical understanding with a broad range of student interests, motivations, and abilities. In the context of learning science, metacognition describes students’ self-monitoring, -regulation, and -awareness when thinking about learning. As such, metacognition is one of the foundational pillars supporting what we know about how people learn. Yet, the astronomy teaching and learning community knows very little about how to operationalize and support students’ metacognition in the classroom. In response, the Conceptual Astronomy, Physics and Earth sciences Research (CAPER) Team is developing and pilot-testing metacogntive tasks in the context of astronomy that focus on visual literacy of astronomical phenomena. In the initial versions, students are presented with a scientifically inaccurate narrative supposedly describing visual information, including images and graphical information, and asked to assess and correct the narrative, in the form of peer evaluation. To guide student thinking, students

Results from Two Years of Web-Based Astronomy Teaching

NASA Astrophysics Data System (ADS)

Wallin, J.

1996-12-01

During the last two years, course notes, supplemental material, bulletin boards, and an interactive quiz system have been developed for the introductory astronomy course at George Mason University. In this talk, I will present results about the level of Web literacy, Web usage, and educational effectiveness of this system based on in-class surveys and test results. The results presented are based on a 300 person survey course composed primarily of non-science majors. Although this course currently includes a lecture section, we plan to offer this as a web-based distance learning course within six months.

Teaching Astronomy at Columbus State University using Small Radio Telescopes

NASA Astrophysics Data System (ADS)

Webster, Zodiac T.

2006-12-01

Astronomy is inherently fascinating to students but dark skies and good weather are not often scheduled during the school day. Radio telescopes provide an all-weather, all-day opportunity for astronomical observations. Columbus State University (CSU) has installed two “Small Radio Telescopes” for use by undergraduate students to pursue extra-curricular research in introductory astronomy. These telescopes are relatively affordable and are designed to be remotely operated through a Windows, Linux, or Macintosh environment. They are capable of diffraction-limited observations of the Sun and galactic Hydrogen in the ‘L-band’. A comprehensive website of projects suitable for high-school students and undergraduates is maintained by a group at MIT. This website ensures users are not left to explore the telescope’s abilities blindly. Students with varied interests learn about the nature of science by using an instrument that doesn’t lend itself to pretty pictures. Radio telescopes also provide a slight engineering flavor drawing in students who might not otherwise be interested in astronomy. This poster will provide a summary of installation, calibration, and future plans, and will share some observations by undergraduates at CSU.

Addressing the Problem of Service Teaching Introductory Economics Subjects

ERIC Educational Resources Information Center

Barrett, Steven

2005-01-01

Enrolments in undergraduate economics programs have been falling constantly since the early 1990s. This trend coincides with the increasing popularity of business and management degrees. Consequently, the major activity of many, if not most economics departments and schools in Australia is service teaching of introductory economics to first year…

Innovation in Astronomy Education

NASA Astrophysics Data System (ADS)

Pasachoff, Jay M.; Ros, Rosa M.; Pasachoff, Naomi

2013-01-01

Preface; Part I. General Strategies for Effective Teaching: Introduction; 1. Main objectives of SpS2; 2. Learning astronomy by doing astronomy; 3. Hands-on Universe-Europe; 4. Life on Earth in the atmosphere of the Sun; 5. A model of teaching astronomy to pre-service teachers; 6. How to teach, learn about, and enjoy astronomy; 7. Clickers: a new teaching tool of exceptional promise; 8. Educational opportunities in pro-am collaboration; 9. Teaching history of astronomy to second-year engineering students; 10. Teaching the evolution of stellar and Milky Way concepts through the ages; 11. Educational efforts of the International Astronomical Union; 12. Astronomy in culture; 13. Light pollution: a tool for astronomy education; 14. Astronomy by distance learning; 15. Edible astronomy demonstrations; 16. Amateur astronomers as public outreach partners; 17. Does the Sun rotate around Earth or Earth rotate around the Sun?; 18. Using sounds and sonifications for astronomy outreach; 19. Teaching astronomy and the crisis in science education; 20. Astronomy for all as part of a general education; Poster abstracts; Part II. Connecting Astronomy with the Public: Introduction; 21. A status report from the Division XII working group; 22. Outreach using media; 23. Astronomy podcasting; 24. IAU's communication strategy, hands-on science communication, and the communication of the planet definition discussion; 25. Getting a word in edgeways: the survival of discourse in audiovisual astronomy; 26. Critical evaluation of the new Hall of Astronomy; 27. Revitalizing astronomy teaching through research on student understanding; Poster abstracts; Part III. Effective Use of Instruction and Information Technology: Introduction; 28. ESO's astronomy education program; 29. U.S. student astronomy research and remote observing projects; 30. Global network of autonomous observatories dedicated to student research; 31. Remote telescopes in education: report of an Australian study; 32. Visualizing

Innovation in Astronomy Education

NASA Astrophysics Data System (ADS)

Pasachoff, Jay M.; Ros, Rosa M.; Pasachoff, Naomi

2008-07-01

Preface; Part I. General Strategies for Effective Teaching: Introduction; 1. Main objectives of SpS2; 2. Learning astronomy by doing astronomy; 3. Hands-on Universe-Europe; 4. Life on Earth in the atmosphere of the Sun; 5. A model of teaching astronomy to pre-service teachers; 6. How to teach, learn about, and enjoy astronomy; 7. Clickers: a new teaching tool of exceptional promise; 8. Educational opportunities in pro-am collaboration; 9. Teaching history of astronomy to second-year engineering students; 10. Teaching the evolution of stellar and Milky Way concepts through the ages; 11. Educational efforts of the International Astronomical Union; 12. Astronomy in culture; 13. Light pollution: a tool for astronomy education; 14. Astronomy by distance learning; 15. Edible astronomy demonstrations; 16. Amateur astronomers as public outreach partners; 17. Does the Sun rotate around Earth or Earth rotate around the Sun?; 18. Using sounds and sonifications for astronomy outreach; 19. Teaching astronomy and the crisis in science education; 20. Astronomy for all as part of a general education; Poster abstracts; Part II. Connecting Astronomy with the Public: Introduction; 21. A status report from the Division XII working group; 22. Outreach using media; 23. Astronomy podcasting; 24. IAU's communication strategy, hands-on science communication, and the communication of the planet definition discussion; 25. Getting a word in edgeways: the survival of discourse in audiovisual astronomy; 26. Critical evaluation of the new Hall of Astronomy; 27. Revitalizing astronomy teaching through research on student understanding; Poster abstracts; Part III. Effective Use of Instruction and Information Technology: Introduction; 28. ESO's astronomy education program; 29. U.S. student astronomy research and remote observing projects; 30. Global network of autonomous observatories dedicated to student research; 31. Remote telescopes in education: report of an Australian study; 32. Visualizing

A free electronic astronomy textbook and OER hub

NASA Astrophysics Data System (ADS)

Fraknoi, Andrew

2017-11-01

How many of us who teach introductory astronomy in college or high school have thrown up our hands in despair over the cost of textbooks and worried about the fact that up-to-date editions were beyond the means of many of our students? I know I have had this worry, even though I have been a textbook author myself since the 1990s. I've had students unable to get the book, or groups of students sharing a book because they could not individually afford the price.

Astronomy: A Self-Teaching Guide, 6th Edition

NASA Astrophysics Data System (ADS)

Moché, Dinah L.

2004-02-01

"A lively, up-to-date account of the basic principles of astronomy and exciting current field of research."-Science Digest For a quarter of a century, Astronomy: A Self-Teaching Guide has been making students and amateur stargazers alike feel at home among the stars. From stars, planets and galaxies, to black holes, the Big Bang and life in space, this title has been making it easy for beginners to quickly grasp the basic concepts of astronomy for over 25 years. Updated with the latest discoveries in astronomy and astrophysics, this newest edition of Dinah Moché's classic guide now includes many Web site addresses for spectacular images and news. And like all previous editions, it is packed with valuable tables, charts, star and moon maps and features simple activities that reinforce readers' grasp of basic concepts at their own pace, as well as objectives, reviews, and self-tests to monitor their progress. Dinah L. Moché, PhD (Rye, NY), is an award-winning author, educator, and lecturer. Her books have sold over nine million copies in seven languages.

The Appropriateness of Scratch and App Inventor as Educational Environments for Teaching Introductory Programming in Primary and Secondary Education

ERIC Educational Resources Information Center

Papadakis, Stamatios; Kalogiannakis, Michail; Orfanakis, Vasileios; Zaranis, Nicholas

2017-01-01

Teaching programming is a complex task. The task is even more challenging for introductory modules. There is an ongoing debate in the teaching community over the best approach to teaching introductory programming. Visual block-based programming environments allow school students to create their own programs in ways that are more accessible than in…

Introductory Economic Geography: Problem-Solving or a Teaching Problem?

ERIC Educational Resources Information Center

Wheeler, James O.

Because economic geography is viewed as a field with too many different aspects for one person to master, teaching an introductory course in the subject poses the challenge of selecting an organizing theme. One specific approach, organized around higher level generalizations and theories, is the use of location theory. Coupling location theory…

Embedding Nature of Science in Teaching about Astronomy and Space

ERIC Educational Resources Information Center

Buaraphan, Khajornsak

2012-01-01

Science teachers need an adequate understanding of nature of science (NOS) and the ability to embed NOS in their teaching. This collective case study aims to explore in-service science teachers' conceptions of NOS and the embeddedness of NOS in their teaching about astronomy and space. Three science teachers participated in this study. All…

The Play's the Thing...Some thoughts on Introductory Physics Teaching

NASA Astrophysics Data System (ADS)

Montemayor, Victor J.

1999-09-01

Teaching science in general, and physics and astronomy in particular, is difficult in an era of decreasing attention spans and increasing extracurricular activities and responsibilities among students. but engaging and involving them is certainly not impossible.

Tapping the Power of an Online Course to Allow for Differentiated Introductory Astronomy Instruction

NASA Astrophysics Data System (ADS)

Gelderman, Richard

2011-01-01

Online classes are here to stay. This appears to be true regardless of whether or not student performance in online environments is really comparable to performance levels in comparable face-to-face instruction (e.g., Ury & Ury 2005, Slater & Jones 2004, Brown & Liedholm 2002). This report avoids that unwieldy question and instead concentrates on the opportunities for online courses to build on their potential to improve upon standard classroom settings. An introductory astronomy course has been designed that utilizes MasteringAstronomy and Blackboard to provide a course structure that varies depending on the results of pre-tests and quizzes. Software flags unlock additional tutorials and formative assessments for students who perform poorly on the pre-tests and gatekeeper quizzes. This "long track” involves no grade penalty, but does require additional time on task. While some students withdraw in frustration, the majority of students who find themselves on the "long track” express appreciation at being encouraged to finally learn the material. Meanwhile, the high performing students proceed quickly toward the unit exams, completing their work fairly quickly but tending to spend more time interacting within the Discussion Forums. Overall, this ability to provide differentiated instruction is a meaningful improvement over instructional approaches that can be implemented in a large enrollment face-to-face classroom. Brown, B. & Liedholm, C., 2002, Am. Economic Review, 92, 444 Slater, T. & Jones L., 2004 Astronomy Education Review, 3(1) Ury, G. & Ury, C., 2005, Proc ISECON, 22

Using Astrology to Teach Research Methods to Introductory Psychology Students.

ERIC Educational Resources Information Center

Ward, Roger A.; Grasha, Anthony F.

1986-01-01

Provides a classroom demonstration designed to test an astrological hypothesis and help teach introductory psychology students about research design and data interpretation. Illustrates differences between science and nonscience, the role of theory in developing and testing hypotheses, making comparisons among groups, probability and statistical…

A Report on IAU Commission 46: The Teaching of Astronomy

ERIC Educational Resources Information Center

Beetle, Dorothy E.

1974-01-01

Describes the purpose, inception, and services of the International Astronomical Union's Commission 46, which is composed of members from many nations who are interested in the teaching of astronomy. (MLH)

Blazing the Trail for Astronomy Education Research

ERIC Educational Resources Information Center

Bailey, Janelle M.; Lombardi, Doug

2015-01-01

Education research has long considered student learning of topics in astronomy and the space sciences, but astronomy education research as a sub-field of discipline-based education research is relatively new. Driven by a growing interest among higher education astronomy educators in improving the general education, introductory science survey…

The Mauna Kea Observatories Outreach Committee Brings Astronomy To The Hawaiian Public

NASA Astrophysics Data System (ADS)

Heyer, I.; Harvey, J.; Usuda, K. S.; Fujihara, G.; Hamilton, J.

2010-08-01

The Mauna Kea Observatories Outreach Committee (MKOOC) combines the outreach activities of the 13 telescopes on Mauna Kea on the Big Island of Hawaii. For the International Year of Astronomy (IYA) 2009 we branded our annual local events, and in addition developed several unique activities and products to bring astronomy to the public during IYA. Our Journey Through The Universe classroom visit and teacher training program was augmented by several evening public events for the whole family. For AstroDay we developed a set of astronomy trading cards, such that people had to visit all the observatory booths to collect the whole set. In collaboration with the local newspapers, we produced an astronomy supplement, available both on paper and online, highlighting the work being done at our observatories. A year-long introductory astronomy class for K-12 teachers was held, emphasizing hands-on activities to teach important concepts. In collaboration with a local supermarket, we held a poster contest for students, making the connection between astronomy and Hawaiian culture. We also participated in the "100 Hours of Astronomy" webcast. In the fall, we celebrated the Galilean Nights with an all-observatories block party, with activities, music, and give-aways.

Educational Research in an Introductory Astronomy Course.

ERIC Educational Resources Information Center

Hemenway, Mary Kay; Straits, William J.; Wilke, R. Russell; Hufnagel, Beth

2002-01-01

Used classroom observations, personal interviews, and pre-instruction/post-instruction administration of the Texas Attitude Survey and the Astronomy Diagnostic Test to evaluate hands-on instructional innovations in a college astronomy course. Modified instruction based on student concerns; scores for the second course showed significant…

Teaching introductory undergraduate physics using commercial video games

NASA Astrophysics Data System (ADS)

Mohanty, Soumya D.; Cantu, Sergio

2011-09-01

Commercial video games are increasingly using sophisticated physics simulations to create a more immersive experience for players. This also makes them a powerful tool for engaging students in learning physics. We provide some examples to show how commercial off-the-shelf games can be used to teach specific topics in introductory undergraduate physics. The examples are selected from a course taught predominantly through the medium of commercial video games.

Teaching Perspectives among Introductory Computer Programming Faculty in Higher Education

ERIC Educational Resources Information Center

Mainier, Michael J.

2011-01-01

This study identified the teaching beliefs, intentions, and actions of 80 introductory computer programming (CS1) faculty members from institutions of higher education in the United States using the Teacher Perspectives Inventory. Instruction method used inside the classroom, categorized by ACM CS1 curriculum guidelines, was also captured along…

The Center for Astronomy Education (CAE) Ushers in a New Community-Based Model for Astronomy Education Research with the NSF Funded CCLI Phase III Collaboration of Astronomy Teaching Scholars (CATS) Program

NASA Astrophysics Data System (ADS)

Brissenden, Gina; Impey, C.; Prather, E.; Lee, K.; Duncan, D.

2009-01-01

The Center for Astronomy Education (CAE) has been devoted to improving teaching & learning in Astro 101 by creating research-validated curriculum & assessment instruments for use in Astro 101 & by providing Astro 101 instructors professional development opportunities to increase their pedagogical content knowledge & instructional skills at implementing these curricula & assessment materials. To create sustainability and further expand this work, CAE, in collaboration with other national leaders in astronomy education & research, developed the Collaboration of Astronomy Teaching Scholars (CATS) Program. The primary goals of CATS are to: 1) increase the number of Astro 101 instructors conducting fundamental research in astronomy education 2) increase the amount of research-validated curriculum & assessment instruments available for use in Astro 101 3) increase the number of people prepared to develop & conduct their own CAE Teaching Excellence Workshops In our first year we have concluded a national study assessing the teaching & learning of Astro 101 & the effect of interactive instruction. We have begun the initial analysis of the demographics data of this study. We have begun a classroom research validation study on the use of the "ClassAction” electronic learning system. We have begun to analyze data from two different studies on students’ attitudes & understanding of science to inform the creation of an assessment instrument designed specifically for Astro 101 to evaluate the effectiveness of our instruction in improving students’ attitudes & beliefs about science. We have also begun the development of a Solar System Concept Inventory. Additionally the development of the Solar System Concept Inventory and research into students’ beliefs and reasoning difficulties on topics in Cosmology are well underway. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

Teaching Astronomy in non-formal education: stars workshop

NASA Astrophysics Data System (ADS)

Hernán-Obispo, M.; Crespo-Chacón, I.; Gálvez, M. C.; López-Santiago, J.

One of the fields in which teaching Astronomy is more demanded is non-formal education. The Stars Workshop we present in this contribution consisted on an introduction to Astronomy and observation methods. The main objectives were: to know the main components of the Universe, their characteristics and the scales of size and time existing between them; to understand the movement of the different celestial objects; to know the different observational techniques; to value the different historical explanations about the Earth and the position of Humanity in the Universe. This Stars Workshop was a collaboration with the Escuela de Tiempo Libre Jumavi, which is a school dedicated to the training and non-formal education in the leisure field.

Contrasting Grading Approaches in Introductory Physics and Quantum Mechanics: The Case of Graduate Teaching Assistants

ERIC Educational Resources Information Center

Marshman, Emily; Sayer, Ryan; Henderson, Charles; Singh, Chandralekha

2017-01-01

At large research universities, physics graduate teaching assistants (TAs) are often responsible for grading in courses at all levels. However, few studies have focused on TAs' grading practices in introductory and advanced physics courses. This study was designed to investigate whether physics graduate TAs grade students in introductory physics…

Using Visual Assessments and Tutorials to Teach Solar System Concepts in Introductory Astronomy

ERIC Educational Resources Information Center

LoPresto, Michael C.

2010-01-01

Visual assessments and tutorials are instruments that rely on student construction and/or examination of pictures and/or diagrams rather than multiple choice and/or short answer questions. Being a very visual subject, astronomy lends itself to assessments and tutorials of this type. What follows is a report on the results of the use of visual…

Comparison of Traditional and ADRI Based Teaching Approaches in an Introductory Programming Course

ERIC Educational Resources Information Center

Malik, Sohail Iqbal; Coldwell-Neilson, Jo

2017-01-01

Aim/Purpose: This study introduced a new teaching and learning approach based on an ADRI (Approach, Deployment, Result, Improvement) model in an introductory programming (IP) course. The effectiveness of the new teaching and learning process was determined by collecting feedback from the IP instructors and by analyzing the final exam grades of the…

Kepler's Laws in an Introductory Astronomy Laboratory: The Influence of a Computer-based Simulation Used With Multiple Variables

NASA Astrophysics Data System (ADS)

Ruzhitskaya, Lanika; French, R. S.; Speck, A.

2009-05-01

We report first results from a multi-faceted study employing the lab "Revolution of the Moons of Jupiter" from the CLEA group (Contemporary Laboratory Experiences in Astronomy) in an introductory astronomy laboratory course for nonscience majors. Four laboratory sections participated in the study: two at a traditional four-year public institution in Missouri and two at a two-year community college in California. Students in all sections took identical pre- and post-tests and used the same simulation software. In all sections, students were assigned randomly to work either in pairs or individually. One section at both schools was given a brief mini-lecture on Kepler's laws and introduction to the exercise while the other section at both schools was given no instructions whatsoever. The data allow comparisons between the impact of the simulation with and without instructions and on the influences of peer interactions on learning outcomes.

Division XII / Commission 46 / Program Group Teaching for Astronomy Development

NASA Astrophysics Data System (ADS)

Guinan, Edward F.; Marschall, Laurence A.

Annual reports of the IAU Commission 46 Program Group Teaching for Astronomy Development (TAD) for the years 2006 and 2007 have been published in IAU Information Bulletin 100, 47; and 101, 40. Here the 2008 report is presented.

The Center for Astronomy Education (CAE) and Our NSF Funded CCLI Phase III Collaboration of Astronomy Teaching Scholars (CATS) Program: Updates to Our New Community-Based Model for Astronomy Education Research

NASA Astrophysics Data System (ADS)

Brissenden, Gina; Impey, C.; Prather, E. E.; Lee, K. M.; CATS

2010-01-01

The Center for Astronomy Education (CAE) has been devoted to improving teaching & learning in Astro 101 by creating research-validated curriculum & assessment instruments for use in Astro 101 & by providing Astro 101 instructors professional development opportunities to increase their pedagogical content knowledge & instructional skills at implementing these curricula & assessment materials. To create sustainability and further expand this work, CAE, in collaboration with other national leaders in astronomy education & research, developed the Collaboration of Astronomy Teaching Scholars (CATS) Program. The primary goals of CATS are to: 1) increase the number of Astro 101 instructors conducting fundamental research in astronomy education 2) increase the amount of research-validated curriculum & assessment instruments available for use in Astro 101 3) increase the number of people prepared to develop & conduct their own CAE Teaching Excellence Workshops In our second year we have concluded a national study assessing the contribution students’ personal characteristics make to student learning gains and the effectiveness of interactive learning strategies. We have results from our classroom research validation study on the use of the "ClassAction” electronic learning system. We have begun creation of an assessment instrument designed specifically for Astro 101 to evaluate the effectiveness of our instruction in improving students’ attitudes & beliefs about science, and which is being informed by several of our studies and community input. We have also begun field-testing of our Solar System Concept Inventory. Additionally research into students’ beliefs and reasoning difficulties on topics in Cosmology is underway. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

Enhancement of K - 12 Astronomy Education Through Multicultural Outreach

NASA Astrophysics Data System (ADS)

Yanamandra-Fisher, P. A.

1997-12-01

History bears out the fact that various cultures developed their own unique interpretation of the stars and the universe. Children are first introduced to the cultural lore in their pre--school years by their primary teachers --- the parents. In today's technological world, with social migration and assimilation of differing ethnic peoples into a common society, parents often neglect or ignore this valuable contibution to enhancing the child's interest in astronomy at an early age. This important contibution can be re-awakened by applying a multicultural approach to introductory astronomy/solar system science in primary grades by teachers, parents and scientists. Such an integrated approach unifies a society and instructs the child by identifying its cultural and scientific heritage. Some common examples are the interpretation of the Big Dipper, Zodiac and the planets. These and other examples will be provided along with teaching aids.

The Effects of Different Teaching Approaches in Introductory Financial Accounting

ERIC Educational Resources Information Center

Chiang, Bea; Nouri, Hossein; Samanta, Subarna

2014-01-01

The purpose of the research is to examine the effect of the two different teaching approaches in the first accounting course on student performance in a subsequent finance course. The study compares 128 accounting and finance students who took introductory financial accounting by either a user approach or a traditional preparer approach to examine…

The Mauna Kea Observatories Outreach Committee brings Astronomy to the Hawaiian Public

NASA Astrophysics Data System (ADS)

Heyer, Ingeborg; Harvey, J.; Usuda, K. S.; Fujihara, G.

2010-01-01

The Mauna Kea Observatories Outreach Committee (MKOOC) combines the outreach activities of the 13 telescopes on Mauna Kea on the Big Island of Hawai`i. For the International Year of Astronomy (IYA) 2009 we branded our annual local events, and in addition developed several unique activities and products to bring astronomy to the public during IYA. Our Journey Through The Universe classroom visit and teacher training program was augmented by several evening public events for the whole family. For AstroDay we developed a set of astronomy trading cards, such that people had to visit all the observatory booths to collect the whole set. In collaboration with the local newspapers we produced an astronomy supplement, available both on paper and online, highlighting the work being done at our observatories. A year-long introductory astronomy class for K-12 teachers was held, emphasizing hands-on activities to teach important concepts. In collaboration with a local supermarket we held a poster contest for students, making the connection between astronomy and Hawaiian culture. We also participated in the "100 Hours for Astronomy" webcast. In the fall we celebrated the Galilean Nights with an all-observatories block party, with activities, music, and give-aways.

Using a Dual Safeguard Web-Based Interactive Teaching Approach in an Introductory Physics Class

ERIC Educational Resources Information Center

Li, Lie-Ming; Li, Bin; Luo, Ying

2015-01-01

We modified the Just-in-Time Teaching approach and developed a dual safeguard web-based interactive (DGWI) teaching system for an introductory physics course. The system consists of four instructional components that improve student learning by including warm-up assignments and online homework. Student and instructor activities involve activities…

Teaching Critical Thinking: An Investigation of a Task in Introductory Macroeconomics

ERIC Educational Resources Information Center

Jones, Anna

2004-01-01

This paper is an investigation of understandings of critical thinking from two teaching perspectives: academic staff and tutors. It explores critical thinking as situated within an assessment task in introductory macroeconomics. This study found that while the two academic staff conceptualized critical thinking as a set of concrete cognitive…

Integration of the digital technologies in the teaching of astronomy

NASA Astrophysics Data System (ADS)

de Macedo, J. A.; Voelzke, M. R.

2014-08-01

This study presents results of a survey conducted at the Federal Institution of Education, Science and Technology in the North of Minas Gerais (IFNMG), and aimed to investigate the potential uses of interactive materials in the teaching of astronomy. Despite being part of official documents, proposals included in the curriculum of several states, and having contributed to human and technological development, astronomy is rarely taught adequately in the Brazilian basic education. When it is taught, it is with unsatisfactory results as presented by students and teachers as shown by several studies, such as those carried out by (Voelzke and Gonzaga, 2013). Digital technologies are commonly used by youth, but neglected by the majority of teachers. In this sense, a survey with the aim of pointing out the potential use of digital technologies in teaching astronomy was developed. An advanced course in astronomy was offered for participants with the goal to help them understand astronomical phenomena. The following steps were to be taken: i) analysis of the pedagogical projects (PPC) of the licenciates at the IFNMG, with its Campus Januária as research locus; ii) analysis of students' preconceptions about astronomy and digital technologies, identified by the application of an initial questionnaire; iii) preparation of the course taking into account the students' previous knowledge; iv) application of the education proposal developed under part-time presence modality, using various interactive tools; v) application and analysis of the final questionnaire. The test consisted of thirty-two students of physics, mathematics and biology and was conducted with the qualitative and quantitative methodology, combined with a content analysis. Among other results, it was verified that: (i) In the IFNMG only the licenciate-course in physics includes astronomy content diluted in various subjects of the curriculum; (ii) the analysis of the initial questionnaire showed even that group

Cultural Astronomy in the Armenian Highland

NASA Astrophysics Data System (ADS)

Farmanyan, S. V.; Suvaryan, Yu. M.; Mickaelian, A. M. (Eds.)

2016-12-01

The book contains 29 articles of the Proceedings of the Young Scientists Conference "Cultural Astronomy in the Armenian Highland" held at the Armenian National Academy of Sciences on 20-23 June 2016. It consists of 4 main sections: "Introductory", "Cultural Astronomy", "Archaeoastronomy", "Scientific Tourism and Journalism, Astronomical Education and Amateur Astronomy". The book may be interesting to astronomers, culturologists, philologists, linguists, historians, archaeologists, art historians, ethnographers and to other specialists, as well as to students.

Teaching ASTRO 101 Students the Art of Scientific Argumentation

NASA Astrophysics Data System (ADS)

Schleigh, Sharon P.; Slater, Stephanie; Slater, Timothy F.

2016-01-01

Going beyond asking students to simply memorize facts about the universe, a longstanding challenge in teaching astronomy centers on successfully teaching students about the nature of science. As introductory astronomy survey courses, known widely as ASTRO 101, can sometimes be the last science course non-science majoring undergraduates take, many faculty hope to emphasize the scientific enterprise as a broad field in inquiry making valuable contributions to civilization as a whole, rather than as an isolated study of objects far from Earth. Scholars have long proposed that an understanding of the nature of science as a human endeavor requires explicit instruction. In other words, students successfully learning the facts of astronomy does not in any way ensure that students will learn anything about the nature of how astronomy is done. In a purposeful effort to improve students' understanding about the practices and discourse of astronomy, scholars working with the CAPER Center for Astronomy & Physics Education research are developing a suite of carefully designed instructional sequences—called Scientific Argumentation—focused on teaching students the differences between data and evidence, how to communicate and defend evidence-based conclusions, and how to be informed skeptics of scientific claims. Early results show students moving from naïve understandings of scientific practices to more informed understandings as well as demonstrating enhanced value for science in general as an worthwhile human endeavor with far reaching benefits.

The Effect of Planetariums on Teaching Specific Astronomy Concepts

ERIC Educational Resources Information Center

Türk, Cumhur; Kalkan, Hüseyin

2015-01-01

This study aimed to determine students' knowledge levels related to specific astronomy concepts and the effect of a planetarium environment on teaching. The study sample included seventh-grade (12-13 years old) students. For this purpose, 240 students of various socioeconomic and cultural levels from six schools (two in the city center, two…

Service Learning in Introductory Astronomy

ERIC Educational Resources Information Center

Orleski, Michael

2013-01-01

Service learning is a method of instruction where the students in a course use the course's content in a service project. The service is included as a portion of the students' course grades. During the fall semester 2010, service learning was incorporated into the Introduction to Astronomy course at Misericordia University. The class had eight…

Student Misconceptions About Astronomy and the Best Order of Teaching Astronomical Concepts

NASA Astrophysics Data System (ADS)

Favia, Andrej; Comins, N. F.; Thorpe, G.

2013-01-01

My (Andrej Favia) Ph.D. thesis involves quantifying the "difficulty" of unlearning common astronomy misconceptions. I do this by applying factor analysis and Item Response Theory (IRT) to a retrospective inventory of when, or if, college students dispelled the misconceptions under consideration. Our inventory covers 235 misconceptions identified over the span of 10 years of teaching the college astronomy lecture course at the Universe of Maine by NFC. The analysis yields logical groupings of topics (e.g., teach one planet at a time rather than use comparative planetology) and the "order of difficulty" of the associated topics. We have results for about one fourth of the inventory, and our results show that there are concepts of different difficulties, which suggest that they should be presented in different orders. We also find that the order of teaching concepts is sometimes different for high school and college level courses.

Strengthening introductory psychology: A new model for teaching the introductory course.

PubMed

Gurung, Regan A R; Hackathorn, Jana; Enns, Carolyn; Frantz, Susan; Cacioppo, John T; Loop, Trudy; Freeman, James E

2016-01-01

Introductory psychology (Intro Psych) is one of the most popular and frequently taught courses on college campuses, yet educators in psychology have limited knowledge about what is covered in classes around the nation or the extent to which class content reflects the current scope of the discipline. There is no explicit model to guide course content selection for the intro course, which poses substantial challenges for instructors. This article proposes a new model for teaching the intro course that integrates (a) scientific foundations, (b) 5 major domains or pillars of knowledge (biological, cognitive, developmental, social and personality, and mental and physical health), and (c) cross-cutting themes relevant to all domains (cultural and social diversity, ethics, variations in human functioning, and applications; American Psychological Association, 2014). We advocate for national assessment of the course, a similar introductory course for majors and nonmajors, the inclusion of experiential or laboratory components, and additional training resources for instructors of the intro course. Given the exponential growth of psychological knowledge and applications during the past decades, we caution against attempting to provide exhaustive coverage of all topic areas of psychology in a one-semester course. We conclude by discussing the challenges that lie ahead for the discipline of psychology as it launches this new model for Intro Psych. (c) 2016 APA, all rights reserved).

An Analysis of Learners in Introductory Astronomy Massive Open Online Courses

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn; Formanek, Martin; Impey, Chris David; Wenger, Matthew

2016-06-01

We describe learners enrolled in three iterations of introductory astronomy massive open online courses (MOOCs). These courses are offered through commercial providers and facilitated by an instructional team at the University of Arizona. We describe an ongoing study of those who enroll, engage in, and complete these courses. The course has undergone several revisions, including integrating pedagogical techniques, found to be effective for in-person courses, to increase engagement including peer review, online discussions, and the use of cohorts. In its current version, learners enroll on a continual basis and complete 11 weeks of course content; they watch videos, complete content quizzes, submit writing assignments, complete peer review of other students’ work, and complete online citizen science projects. Tens of thousands of students has signed up for these courses but completion rates are much lower, around 10%. We have collected survey data from over 8,500 of these learners to assess their basic science knowledge, attitudes towards science and technology, motivations for taking the courses, and information about other ways they engage in science related activities. We present information about these learners, including their demographics, motivations, how they use the courses, and what factors lead to increased engagement and completion. Additionally, we present how survey data from these learners compare to 26 years of data we have collected from parallel group of undergraduate non-science major students enrolled in astronomy courses at the University of Arizona. Overall, we find that learners who enroll in the MOOCs have more interest in science and higher basic science knowledge that undergraduates who pay tuition for a similar course. Our work is helping us understand how to better serve learners in MOOCs and bridge more traditional courses with these types of courses.

Using Role-Playing Games to Teach Astronomy: An Evaluation

ERIC Educational Resources Information Center

Francis, Paul

2005-01-01

Since 1998, I've been experimenting with the use of role-playing games to teach astronomy. Students play the role of competing teams of researchers, racing to solve some astrophysical mystery. In this article, I review what has been learned from using these games around the world over the last eight years. The most common problem encountered is a…

Teaching practices of the undergraduate introductory biomechanics faculty: a North American survey.

PubMed

Garceau, Luke R; Ebben, William P; Knudson, Duane V

2012-11-01

Instruction and assessment strategies of undergraduate introductory biomechanics instructors have yet to be comprehensively examined. The purpose of this study was to identify the current instruction and assessment practices of North American undergraduate introductory biomechanics instructors and equipment needed for effective instruction in lecture and laboratory sessions. One hundred and sixty-five respondents (age: 42.5 +/- 10.3 years) who currently teach or have taught an introductory biomechanics course in North America were recruited by electronic mail. Subjects completed a web-based survey, consisting of 60 open- and closed-ended questions. Pearson's correlation coefficients were used to assess relationships between instructor's familiarity with either the Biomechanics Concept Inventory or the NASPE Guidelines for Undergraduate Biomechanics, and instructor and course characteristics (number of years teaching, age, faculty rank, number of quizzes given, etc.) A number of variables were significantly (p < 0.05) correlated. Answers to open-ended questions were processed using content analysis, with results categorized in content areas including: instructor and course characteristics; lecture instruction; assessment and equipment; laboratory instruction; assessment and equipment; and instructor's perspectives. Many active learning strategies for lecture and laboratory instruction were identified by faculty. Limited student preparation and limited resources were noted as the instructor's most common challenges.

An Online Tutor for Astronomy: The GEAS Self-Review Library

ERIC Educational Resources Information Center

Vogt, Nicole P.; Muise, Amy Smith

2015-01-01

We introduce an interactive online resource for use by students and college instructors in introductory astronomy courses. The General Education Astronomy Source (GEAS) online tutor guides students developing mastery of core astronomical concepts and mathematical applications of general astronomy material. It contains over 12,000 questions, with…

Reinvigorating Introductory Biology: A Theme-based, Investigative Approach To Teaching Biology Majors.

ERIC Educational Resources Information Center

Norton, Cynthia G.; Gildensoph, Lynne H.; Phillips, Martha M.; Wygal, Deborah D.; Olson, Kurt H.; Pellegrini, John J.; Tweeten, Kathleen A.

1997-01-01

Describes the reform of an introductory biology curriculum to reverse high attrition rates. Objectives include fostering self-directed learning, emphasizing process over content, and offering laboratory experiences that model the way to acquire scientific knowledge. Teaching methods include discussion, group mentoring, laboratory sections, and…

A Cost-Effective Two-Part Experiment for Teaching Introductory Organic Chemistry Techniques

ERIC Educational Resources Information Center

Sadek, Christopher M.; Brown, Brenna A.; Wan, Hayley

2011-01-01

This two-part laboratory experiment is designed to be a cost-effective method for teaching basic organic laboratory techniques (recrystallization, thin-layer chromatography, column chromatography, vacuum filtration, and melting point determination) to large classes of introductory organic chemistry students. Students are exposed to different…

Application of the K-W-L Teaching and Learning Method to an Introductory Physics Course

ERIC Educational Resources Information Center

Wrinkle, Cheryl Schaefer; Manivannan, Mani K.

2009-01-01

The K-W-L method of teaching is a simple method that actively engages students in their own learning. It has been used with kindergarten and elementary grades to teach other subjects. The authors have successfully used it to teach physics at the college level. In their introductory physics labs, the K-W-L method helped students think about what…

A Survey of Community- and Small-College Astronomy Instruc- tors: Preliminary Results

NASA Astrophysics Data System (ADS)

Fraknoi, A.

1996-12-01

Estimates are that about 40-50% of the non-science students who take introductory astronomy in the U.S. do so at community (2-year) colleges. A further (to be determined) number do so at small colleges where research is not expec- ted of faculty. We report the preliminary results of a survey of full-time and part-time faculty at such institutions. Among topics covered are the fields of the instructors' highest degrees, the number and length of astronomy courses and labs they teach, the facilities that are available to them, their access to the Web and e-mail, and their budgets. Possible ways to reach this group of instructors (who have often been isolated from and somewhat neglected by the rest of the astronomical community) will be discussed.

Analysis of Individual "Test Of Astronomy STandards" (TOAST) Item Responses

ERIC Educational Resources Information Center

Slater, Stephanie J.; Schleigh, Sharon Price; Stork, Debra J.

2015-01-01

The development of valid and reliable strategies to efficiently determine the knowledge landscape of introductory astronomy college students is an effort of great interest to the astronomy education community. This study examines individual item response rates from a widely used conceptual understanding survey, the Test Of Astronomy Standards…

Scientific divulgation through the teaching of Astronomy and Mathematics

NASA Astrophysics Data System (ADS)

Silva, Alysson Wanderley Teixeira; de Macedo, Josué Antunes; Voelzke, Marcos Rincon

2015-09-01

This article presents an experience report of a workshop held at the State School Professor Plínio Ribeiro, who aimed to spread the use of interactive materials for teaching Astronomy and its relationship with Mathematics during the Forum Biotemas. Despite being part of the official documents, be present in the curricular proposals from several Brazilian states, and has contributed to the human and technological development, Astronomy is rarely taught adequately in basic education, with unsatisfactory results presented by students and teachers. In this sense was held a workshop planned for elementary education students called 'Astronomy and Mathematics: Learn to Observe the Sky With Other Eyes' involving several resources. The methodology consisted of awareness of those involved, presentation videos, using Stellarium software, application of Mathematics in Astronomy and discussions. Among the main results, can highlight students' interest in scientific matters, because when the study of the sciences takes place without interaction with natural and technological phenomena, a huge gap in the education of students occurs. In this sense, the use of different resources, as templates, observations, real and virtual experiments, animations, simulations, video lessons, can arouse the interest of students by conceptual content, differently from what happens when the study takes place using only conventional resources, with books and handouts.

A Survey of the Teaching Practices and Materials Used in Introductory College Chemistry. Final Report.

ERIC Educational Resources Information Center

Dodson, B.C.

Surveyed were current objectives, teaching methods and teaching materials used in introductory college chemistry. Six general objectives were identified: (1) to develop the ability to do critical thinking, (2) to make the students familiar with the facts, principles, and concepts of chemistry, (3) to help the students understand the nature of…

"Economics with Training Wheels": Using Blogs in Teaching and Assessing Introductory Economics

ERIC Educational Resources Information Center

Cameron, Michael P.

2012-01-01

Blogs provide a dynamic interactive medium for online discussion, consistent with communal constructivist pedagogy. The author of this article describes and evaluates a blog assignment used in the teaching and assessment of a small (40-60 students) introductory economics course. Using qualitative and quantitative data collected across four…

Relation of Astronomy to other Sciences, Culture and Society

NASA Astrophysics Data System (ADS)

Harutyunian, H. A.; Mickaelian, A. M.; Farmanyan, S. V.

2015-07-01

The book contains the Proceedings of XIII Annual Meeting of the Armenian Astronomical Society "Relation of Astronomy to other Sciences, Culture and Society". It consists of 9 main sections: "Introductory", "Astronomy and Philosophy", "Astrobiology", "Space-Earth Connections", "Astrostatistics and Astroinformatics", "Astronomy and Culture, Astrolinguistics", "Archaeoastronomy", "Scientific Tourism and Scientific Journalism", and "Armenian Astronomy". The book may be interesting to astronomers, philosophers, biologists, culturologists, linguists, historians, archaeologists and to other specialists, as well as to students.

The Analysis of Analogy Use in the Teaching of Introductory Quantum Theory

ERIC Educational Resources Information Center

Didis, Nilufer

2015-01-01

This study analyzes the analogies used in the teaching of introductory quantum theory concepts. Over twelve weeks, the researcher observed each class for a semester and conducted interviews with the students and the instructor. In the interviews, students answered questions about quantum theory concepts, which the instructor had taught them using…

Cosmos in the Classroom 2004: A Hands-on Conference on Teaching Astro 101

NASA Astrophysics Data System (ADS)

Dokter, E. F. C.; Fraknoi, A.; Waller, W.

2004-12-01

In July, the Astronomical Society of the Pacific and the New England Space Science Initiative in Education hosted "Cosmos in the Classroom", a 3-day conference at Tufts University devoted to the teaching of introductory astronomy for non-science majors. About 200 instructors from around the country attended from a broad range of institutions (including many community colleges), with a significant fraction indicating that this was their first ever astronomy meeting. This poster describes the conference and reports the results of two surveys completed by participants that can be used to inform future such symposia and discussions. A thick volume of teaching materials and papers from the conference is available through the ASP.

Using Literacy Techniques to Teach Astronomy to Non-Science Majors

NASA Astrophysics Data System (ADS)

Garland, C. A.; Ratay, D. L.

We discuss an introductory-level college astronomy class that significantly relied on reading and writing assignments to deliver basic content knowledge and provide a basis for deeper analysis of the material. As opposed to the traditional problem-set method of homework, students were required to read popular articles from magazines and newspapers related to the content presented in class, and then prepare responses. These responses ranged from methodological analyzes to using the readings to create original science journalism. Additional forms of assessment indicated that students benefited from this type of course design. We propose that given the background of students in this type of course, our course design is better suited to engage students in the material and provides a valid alternative method of assessment.

The Universe Observing Center a modern center to teach and communicate astronomy

NASA Astrophysics Data System (ADS)

Ribas, Salvador J.

2011-06-01

The Universe Observing Center is one of the parts of the Parc Astronòmic Montsec (PAM). PAM is an initiative of the Catalan government, through the Consorci del Montsec (Montsec Consortium), to take advantage of the capabilities and potential of the Montsec region to develop scientific research, training and outreach activities, particularly in the field of Astronomy. The choice of the Montsec mountains to install the PAM was motivated by the magnificent conditions for observing the sky at night; the sky above Montsec is the best (natural sky free of light pollution) in Catalonia for astronomical observations. The PAM has two main parts: the Observatori Astronòmic del Montsec (OAdM) and the Universe Observing Center (COU). The OAdM is a professional observatory with an 80-cm catadioptric telescope (Joan Oró Telescope). This telescope is a robotic telescope that can be controlled from anywhere in the world via the Internet. The COU is a large multipurpose center which is intended to become an educational benchmark for teaching and communicate astronomy and other sciences in Catalonia. The management of the COU has three main goals: 1) Teach primary and secondary school students in our Educational Training Camp. 2) Teach university students housing the practical astronomy lectures of the universities. 3) Communicate astronomy to the general public. The COU comprises special areas for these purposes: the Telescopes Park with more than 20 telescopes, a coelostat for solar observations and two dome containing full-automated telescopes. The most special equipment is ``The Eye of Montsec'', with its 12m dome containing a multimedia digital planetarium and a platform for direct observation of the sky and the environment. During 2009 we expect around 10000 visitors in Montsec area to enjoy science with Montsec dark skies and an special natural environment.

Encouraging Student Participation in Large Astronomy Courses

ERIC Educational Resources Information Center

Willoughby, Shannon D.

2012-01-01

Introductory astronomy is one of the most widely taught classes in the country and the majority of the students who take these classes are non-science majors. Because this demographic of students makes up the majority of astronomy enrollments, it is especially important as instructors that we do our best to make sure these students don't finish…

Teaching radio astronomy with Affordable Small Radio Telescope (ASRT)

NASA Astrophysics Data System (ADS)

Joshi, Bhal Chandra

A simple, easy to build and portable radio telescope, called Affordable Small Radio Telescope (ASRT), has been developed by the Radio Physics Laboratory (RPL), a radio astronomy teaching unit associated with the National Centre for Radio Astrophysics (TIFR) and Inter-University Centre for Astronomy and Astrophysics (IUCAA), which are two premier astronomy institutes in India. ASRT consists of off-the-shelf available Direct to Home television dishes and is easy to assemble. Our design is scalable from simple very low cost telescope to more complex yet moderately costing instrument. ASRT provides a platform for demonstrating radio physics concepts through simple hands-on experiment as well as for carrying out solar monitoring by college/University students. The presentation will highlight the concept of ASRT and the different experiments that can be carried out using it. The solar monitoring observations will be discussed along-with details of methods for calibrating these measurements. The pedagogical usefulness of ASRT in introducing undergraduatephysics students to astrophysics, measurements and analysis methods used in radio astronomy will also be discussed. Use of ASRT in the last three years in the programs of RPL, namely the annual Radio Astronomy Winter School for College students (RAWSC) and Pulsar Observing for Students (POS) is also presented. This year a new program was initiated to form a virtual group of an ASRT community, which will not only share their measurements, but also think of improving the pedagogical usefulness of ASRT by innovative experiments. This initiative is presented with the best practices drawn from our experience in using ASRT as a tool for student training in space sciences. The talk will also point out future ideas in involving a larger body of students in simple radio astronomy experiments with the ASRT, which RPL is likely to nucleate as part of its mandate.

Innovation in teaching deaf students physics and astronomy in Bulgaria

NASA Astrophysics Data System (ADS)

Zamfirov, Milen; Saeva, Svetoslava; Popov, Tsviatko

2007-01-01

This paper presents a new strategy to be implemented in Bulgarian schools in teaching physics and astronomy to students with impaired hearing at grades 7 (13-year-old students) and 8 (14-year-old students). The strategy provides effective education for students with hearing disabilities in mainstream schools as well as for those attending specialized schools. A multimedia CD has been developed, which offers a large number of basic terms from the corresponding fields of physics and astronomy, accompanied by textual explanation and various illustrations. The terms are explained in Bulgarian, Bulgarian Sign Language and English. This multimedia product can be used by children with hearing disabilities, as well as by children without disorders.

Conceptual Change in Introductory-Level Astronomy Courses.

ERIC Educational Resources Information Center

Zeilik, Michael; Bisard, Walter

2000-01-01

Reports on students' preexisting knowledge and examines misconceptions among nonscience major undergraduate students. Focuses on evaluating results of misconceptions in selected astronomy courses. (YDS)

The Science Teaching Self-Efficacy of Prospective Elementary Education Majors Enrolled in Introductory Geology Lab Sections

ERIC Educational Resources Information Center

Baldwin, Kathryn A.

2014-01-01

This study examined prospective elementary education majors' science teaching self-efficacy while they were enrolled in an introductory geology lab course for elementary education majors. The Science Teaching Efficacy Belief Instrument Form B (STEBI-B) was administered during the first and last lab class sessions. Additionally, students were…

Report on using TIPS (Teaching Information Processing System) in teaching physics and astronomy

NASA Astrophysics Data System (ADS)

Folland, Nathan O.; Marchini, Robert R.; Rhyner, Charles R.; Zeilik, Michael

1983-05-01

A computer-managed instruction system, TIPS, has been used for over a decade in the teaching of diverse disciplines. This paper describes the recent use of TIPS in physics and astronomy courses at Kansas State University, Memphis State University, University of New Mexico, and University of Wisconsin-Green Bay. Student reactions to TIPS were largely positive, but the degree of success in improving student performance reported in many articles has not been observed.

Astronomy.

ERIC Educational Resources Information Center

Greenstone, Sid; Smith, Murray

Selected materials needed to teach an astronomy unit as well as suggested procedures, activities, ideas, and astronomy fact sheets published by the Manitoba Planetarium are provided. Subjects of the fact sheets include: publications and classroom picture sets available from the National Aeronautics and Space Administration and facts and statistics…

Exophysics--A New Introductory Physics Course

ERIC Educational Resources Information Center

Mitchell, G. E.

1976-01-01

Provides the outline of an introductory college-level physics course which combines astronomy, astrophysics, relativity and communications with a study of civilizations and the conditions necessary for life. Student comments and an informal evaluation of the course are included. (CP)

Studying the Solar System Can Be More than Just "Stamp Collecting"

ERIC Educational Resources Information Center

LoPresto, Michael C.

2017-01-01

While teaching his first-ever introductory college astronomy course, I heard a graduate student make the comment that compared to other areas of astronomy, studying the solar system is just "stamp collecting." Coverage of the solar system in an introductory college astronomy course certainly "could" consist mostly of showing…

Astronomy Education. Third Newsletter of the TGEA (Task Group on Education in Astronomy).

ERIC Educational Resources Information Center

Wentzel, Donat G., Comp.

This newsletter, published by the Task Group on Education in Astronomy, focuses on astronomy education both for the public and for schools. Topics in this issue include new publications related to astronomy education; a roster of consultants on astronomy education; a collection of course syllabuses (college level); teaching astronomy in schools,…

Women in Astronomy: Inclusion in Introductory Textbooks.

ERIC Educational Resources Information Center

Larsen, Kristine M.

1995-01-01

Discusses the reasons for identifying the contributions of women astronomers in introductory textbooks. The evolution of inclusion over the past 4 decades is explored by examining the rates of inclusion of 10 women astronomers in textbooks. Contains 100 references. (DDR)

Astronomy in School Science.

ERIC Educational Resources Information Center

Gee, Brian

1979-01-01

Presents a report about astronomy education in the United Kingdom. Some of the views about astronomy activities in schools and the importance of teaching astronomy and space science in British schools are included. (HM)

Conceptually Centered Astronomy with Actively Engaged Students.

ERIC Educational Resources Information Center

Bisard, Walt; Zeilik, Michael

1998-01-01

Argues that, to revitalize undergraduate education in astronomy, courses must be restructured, particularly at the introductory level. Suggests that the culture of higher education does not often support change. (DDR)

Evaluating an Active Learning Approach to Teaching Introductory Statistics: A Classroom Workbook Approach

ERIC Educational Resources Information Center

Carlson, Kieth A.; Winquist, Jennifer R.

2011-01-01

The study evaluates a semester-long workbook curriculum approach to teaching a college level introductory statistics course. The workbook curriculum required students to read content before and during class and then work in groups to complete problems and answer conceptual questions pertaining to the material they read. Instructors spent class…

Students' attitudes towards use of COMPUSTAT in teaching an introductory course in business finance.

PubMed

Sachdeva, Darshan

2007-10-01

This paper describes the use of the COMPUSTAT database in teaching an introductory course in business finance at a large College of Business Administration. To understand students' attitudes towards this innovative method of instruction in business finance, a simple one-page questionnaire of 10 attitudinal statements was used. Responses of 148 students, analyzed by chi square, indicated students were unanimous in their opinion that the World Wide Web greatly paved the way in data retrieval from the COMPUSTAT database. They further reported that this interface facilitated analyses for the course. Also their understanding of finance was enhanced, and they were motivated to learn more. They seem to be highly in favor of using COMPUSTAT database in the introductory courses in business finance and expressed this view by suggesting that this financial database should be made an integral part of teaching other courses in finance.

Astronomy Courses which Emphasize Communication Skills

NASA Astrophysics Data System (ADS)

Dinerstein, H. L.

1998-12-01

The ability to communicate effectively, both in oral and written form, is crucial for success in almost any career path. Furthermore, being able to effectively communicate information requires a high level of conceptual mastery of the material. For these reasons, I have incorporated practice in communication into courses at a variety of levels, ranging from non-science-major undergraduate courses to graduate courses. I briefly describe the content of these courses, particularly the communication-related component. The first, Ast 309N, ``Astronomy Bizarre: Stars and Stellar Evolution," is an elective which follows one semester of general introductory astronomy for non-majors. Instead of homework problems, the students complete a sequence of writing assignments of graduated complexity, beginning with simple tasks such as writing abstracts and critiques of assigned readings, and moving on to writing term papers which require literature research and a short science fiction story incorporating accurate depictions of relativistic effects. In Ast 175/275, a ``Journal Club" course for upper-division astronomy majors, students read articles in the professional literature and give short oral presentations to the rest of the class. To build up their understanding of a topic, we work through the ``paper trail" of key papers on topics with exciting recent developments, such as extrasolar planets, gravitational lenses, or gamma-ray bursts. Finally, in a seminar course for first-semester astronomy graduate students (Ast 185C) that broadly addresses professional development issues, I include a practice AAS oral session, with the students giving 5-minute presentations on a journal paper of their choice. This seminar course also examines career paths and employment trends, the peer review process for papers and proposals, professional norms and ethics, and other topics. Syllabi for these and other courses I teach regularly can be found from my home page (http://www.as.utexas.edu/astronomy/people/dinerstein).

The Astronomy Diagnostic Test: Comparing Your Class to Others

NASA Astrophysics Data System (ADS)

Hufnagel, B.; Deming, G.

1999-05-01

A standard diagnostic test can be a powerful tool to assess the conceptual understanding of students, as has been proven for undergraduate physics instruction over the last ten years (e.g., E.F. Redish and R.N. Steinberg 1999, Physics Today, 52:1, 24). If you are now using, or are considering adopting, a more interactive teaching style such as that used by Eric Mazur (Peer Instruction: a User's Manual, [Prentice-Hall: 1997]) or Michael Zeilik and his collaborators (1997, AJP, 65:12, 987), you may want to use a standard diagnostic test designed for undergraduate astronomy classes. Details of the validation of the ADT are at Slater et al., also presented in this session. A comparative database of ADT scores, by class and by question, can help the instructor assess student preparedness and the effectiveness of alternative teaching methods. In the spring of 1999, 19 astronomy instructors at 7 state universities, 4 community colleges, 4 liberal arts schools, 1 woman's college and 1 technical university across the USA gave the ADT to their classes once at the beginning of the course, and again at the end of the course. The average pre-course ADT scores by class from these ~ 1000 students show two surprising results: the conceptual understanding of introductory classes is about the same (34%) regardless of type of school, geographic location, or average student age. However, there is a significant gender difference, with females scoring an average of 29% and males 39%, with the standard errors both less than 1%. The Astronomy Diagnostic Test (ADT) and its comparative by-class database will be available at the National Institute for Science Education (NISE) website after 1 June 1999. This research was supported by the National Science Foundation through Grant DGE-9714489, and by the generosity of the participating astronomy instructors.

How Effective Is Our Teaching?

NASA Astrophysics Data System (ADS)

Wyckoff, S.

2002-05-01

More than 90% of U.S. university introductory physics courses are taught using lecture methods in spite of the large amount of research indicating that interactive teaching is considerably more effective. A brief overview of physics education research will be given, together with relevant connections with astronomy education research. Large enrollment classrooms have in the past presented obstacles to converting from lecture to interactive teaching. However, classroom communication systems (CCS) now provide a cost-effective way to convert any science classroom into an interactive learning environment. A pretest-posttest study using control groups of ten large enrollment introductory physics courses will be described. A new instrument, the Physics Concept Survey (PCS), developed to measure student understanding of basic concepts will be described, together with a classroom observation instrument, the Reformed Teaching Observation Protocol (RTOP), for measuring the extent that interactive teaching is used in a science classroom. We find that student conceptual understanding was enhanced by a factor of three in the interactive classrooms compared with the traditional lecture (control) courses. Moreover, a correlation between the PCS normalized gains and the RTOP scores is indicative that the interaction in the classrooms is the cause of the students' improved learning of basic physics concepts. This research was funded by the NSF (DUE 9453610).

The Networks Of The Astronomical Society Of The Pacific And The International Year Of Astronomy

NASA Astrophysics Data System (ADS)

Fraknoi, Andrew; Manning, J.; Gurton, S.; Gibbs, M.; Hurst, A.; White, V.; Berendsen, M.

2007-12-01

Serious planning has begun for the International Year of Astronomy (IYA) in 2009, which will also be the 120th anniversary of the Astronomical Society of the Pacific (ASP). A key element required for IYA's success in reaching the maximum number of people in the U.S. will be to find effective ways of disseminating the programs and materials that are being developed. The ASP's national networks of educational intermediaries can play a major role in training, dissemination, and organization for IYA. These networks include: the Project ASTRO National Site Network (13 regional sites training professional and amateur astronomers to work with local teachers and families), the Night Sky Network (over 200 amateur astronomy clubs engaged in active outreach), the Astronomy from the Ground Up Network (smaller science and nature centers increasing their offerings in astronomy), and the Cosmos in the Classroom Network (hundreds of instructors of introductory astronomy in community, state, and liberal arts colleges). The ASP also offers "The Universe in the Classroom", a quarterly newsletter for those teaching astronomy in grades 3-12, an extensive web site of educational resources, podcasts, workshops, national conferences, and awards to help improve the public understanding of astronomy. At the Summer 2008 AAS meeting, the ASP will sponsor a major symposium and workshops on preparing for IYA (and working with a range of different audiences.)

Impact of a New Teaching and Learning Approach in an Introductory Programming Course

ERIC Educational Resources Information Center

Iqbal Malik, Sohail; Coldwell-Neilson, Jo

2017-01-01

High failure and dropout rates are reported in introductory programming (IP) courses in different studies despite extensive research attempting to address the issue. In this study, we introduced an ADRI (Approach, Deployment, Result, Improvement) approach in the teaching and learning process of an IP course to improve learning and success rates.…

Influence of educational context in Astronomy teaching for ninth graders of elementary school under different teaching methodologies

NASA Astrophysics Data System (ADS)

Schwarz, D.

2015-03-01

This present work, carried out at E. E. Monsenhor Dr. Arthur Ricci, in the city of Itupeva-SP, aims to analyze different teaching strategies applied to Astronomy teaching, along with students from the last year of primary school. The 8th grade C was chosen as a research group and the 8th grade D as a control group. The D. P. Ausubel's Meaningful Learning Theory was the chosen theoretical referential, by being exclusively developed for the classroom environment. A questionnaire of previous knowledge about astronomy was applied to both classrooms, in which the research group obtained an index of 25.8% of right answers above 50.0%. In the control group, only 6.1% got more than 50.0%. After the questionnaire application, the interventions began. In the research group, astronomy workshops, telescopic observations and the Communication and Information Technologies. In the control group, interventions were made by conventional classes. Four months after the end of the interventions, the post-intervention questionnaire was applied, in which the research group obtained 22.5% of right answers above 50.0%, indicating a 3.3% drop in the class efficiency. The control group obtained 61.0% of right answers above 50.0%. It's concluded that, to reach Meaningful Learning it's imperative that the student is willing to learn.

Astronomy Teaching Self-Efficacy Belief Scale: The Validity and Reliability Study

ERIC Educational Resources Information Center

Demirci, Filiz; Ozyurek, Cengiz

2018-01-01

The purpose of this study is to develop a reliable and safe scale for determining the self-efficacy levels of science teachers in the teaching of astronomy subjects. The study used a survey approach, which is a qualitative research method. The study was conducted with a total of 106 science teachers working in the secondary schools of Ordu city…

Comarison of Four Methods for Teaching Phases of the Moon

NASA Astrophysics Data System (ADS)

Upton, Brianna; Cid, Ximena; Lopez, Ramon

2008-03-01

Previous studies have shown that many students have misconceptions about basic concepts in astronomy. As a consequence, various interactive engagement methods have been developed for introductory astronomy. We will present the results of a study that compares four different teaching methods for the subject of the phases of the Moon, which is well known to produce student difficulties. We compare a fairly traditional didactic approach, the use of manipulatives (moonballs) in lecture, the University of Arizona Lecture Tutorials, and an interactive computer program used in a didactic fashion. We use pre- and post-testing with the Lunar Phase Concept Inventory to determine the relative effectiveness of these methods.

Teaching Astronomy at the Moscow University at the Beginning of the XIX Century (1811-1826).

NASA Astrophysics Data System (ADS)

Gribko, L. P.

2016-04-01

Teaching astronomy at the Imperial Moscow University in 1811-1826 is reviewed. Lectures in astronomy (as a dedicated course or a part of other courses) were ontinually taught at the Moscow University. During 12 scholar years from 1811-1812 to 1823-1824, except for 1812-1813 during the Patriotic War with France) astronomy was taught in four scholar years by Pankevich (1 year), Chumakov (2 years), Popov (1 year); during five years Chumakov taught optics. Since the 1824-1825 scholar year astronomy was taught on a regular basis by Perevoshchikov. At the same time the chair of the observing astronomer remained vacant for 15 years because of the War of 1812 and of the untimely death of the young, promising magister Alexander Bugrov.

Current Practices in Teaching Introductory Epidemiology: How We Got Here, Where to Go

PubMed Central

Keyes, Katherine M.; Galea, Sandro

2014-01-01

The number of students and disciplines requiring basic instruction in epidemiologic methods is growing. As a field, we now have a lexicon of epidemiologic terminology and particular methods that have developed and become canonical through the historical development of the field. Yet, many of our basic concepts remain elusive to some students, particularly those not pursuing a career in epidemiology. Further, disagreement and redundancy across basic terms limit their utility in teaching epidemiology. Many approaches to teaching epidemiology generally start with labeling key concepts and then move on to explain them. We submit that an approach grounded not in labels but in foundational concepts may offer a useful adjunct to introductory epidemiology education. We propose 7 foundational steps in conducting an epidemiologic study and provide examples of how these steps can be operationalized, using simple graphics that articulate how populations are defined, samples are selected, and individuals are followed to count cases. A reorganization of introductory epidemiology around core first principles may be an effective way forward for educating the next generation of public health scientists. PMID:25190677

Using Games to Teach Astronomy

NASA Astrophysics Data System (ADS)

Francis, Paul J.

We all know that astronomical research is a chaotic sociable deeply human enterprise full of baffling mysteries enigmatic clues and breathtakingly unexpected conclusions. Abundant evidence suggests that our students see astronomy very differently. They see it as a lonely activity: a collection of facts (and very pretty pictures) brought down from the mountain by antisocial ""experts"" for them to memorise. Can we change this false perception? I've been experimenting with using role-playing games in the classroom. I've tried these games out on a wide range of high-school and university students. Students play the roles of competing teams of astronomers battling to solve some perplexing astrophysical enigma. Do these games work? Sometimes! When they work well the really change student perceptions of science in a way that almost no other teaching technique can match. But there have been a fair number of embarrassing fiascos along the way... I will share my experiences and hard earned tips for avoiding disasters

Fostering 21st-Century Evolutionary Reasoning: Teaching Tree Thinking to Introductory Biology Students

ERIC Educational Resources Information Center

Novick, Laura R.; Catley, Kefyn M.

2016-01-01

The ability to interpret and reason from Tree of Life (ToL) diagrams has become a vital component of science literacy in the 21st century. This article reports on the effectiveness of a research-based curriculum, including an instructional booklet, laboratory, and lectures, to teach the fundamentals of such tree thinking in an introductory biology…

Primary Astronomy.

ERIC Educational Resources Information Center

Greenstone, Sid; Smith, Murray

Selected materials needed to teach an astronomy unit as well as suggested procedures, activities, ideas, and astronomy fact sheets published by the Manitoba Planetarium are provided. Subjects of the fact sheets include: publications and classroom picture sets available from the National Aeronautics and Space Administration and facts and statistics…

Intermediate Astronomy.

ERIC Educational Resources Information Center

Greenstone, Sid; Smith, Murray

Selected materials needed to teach an astronomy unit as well as suggested procedures, activities, ideas, and astronomy fact sheets published by the Manitoba Planetarium are provided. Subjects of the fact sheets include: publications and classroom picture sets available from the National Aeronautics and Space Administration and facts and statistics…

Conceptual astronomy: A novel model for teaching postsecondary science courses

NASA Astrophysics Data System (ADS)

Zeilik, Michael; Schau, Candace; Mattern, Nancy; Hall, Shannon; Teague, Kathleen W.; Bisard, Walter

1997-10-01

An innovative, conceptually based instructional model for teaching large undergraduate astronomy courses was designed, implemented, and evaluated in the Fall 1995 semester. This model was based on cognitive and educational theories of knowledge and, we believe, is applicable to other large postsecondary science courses. Major components were: (a) identification of the basic important concepts and their interrelationships that are necessary for connected understanding of astronomy in novice students; (b) use of these concepts and their interrelationships throughout the design, implementation, and evaluation stages of the model; (c) identification of students' prior knowledge and misconceptions; and (d) implementation of varied instructional strategies targeted toward encouraging conceptual understanding in students (i.e., instructional concept maps, cooperative small group work, homework assignments stressing concept application, and a conceptually based student assessment system). Evaluation included the development and use of three measures of conceptual understanding and one of attitudes toward studying astronomy. Over the semester, students showed very large increases in their understanding as assessed by a conceptually based multiple-choice measure of misconceptions, a select-and-fill-in concept map measure, and a relatedness-ratings measure. Attitudes, which were slightly positive before the course, changed slightly in a less favorable direction.

International Schools for Young Astronomers Teaching for Astronomy Development: two programmes of the International Astronomical Union

NASA Astrophysics Data System (ADS)

Gerbaldi, Michèle; DeGreve, Jean-Pierre; Guinan, Edward

2011-06-01

This text outlines the main features of two educational programmes of the International Astronomical Union (IAU): the International Schools for Young Astronomers (ISYA) and the Teaching for Astronomy Development programme (TAD), developed since 1967. The main goal of the International Schools for Young Astronomers (ISYA) is to support astronomy (education and research) in developing countries in organizing a 3-week School for students with typically M.Sc. degrees. The context in which the ISYA were developed changed drastically during the last decade. From a time when access to large telescopes was difficult and mainly organized on a nation-basis, nowadays the archives of astronomical data have accumulated at the same time that many major telescope become accessible, and they are accessible from everywhere, the concept of virtual observatory reinforcing this access. A second programme of the IAU, Teaching for Astronomy Development (TAD), partially based on a School, but also of shorter duration (typically one week) has a complementary objective. It is dedicated to assist countries that have little or no astronomical activity, but that wish to enhance their astronomy education. The fast development of the TAD programme over the past years is emphasized.

Promoting Active Learning When Teaching Introductory Statistics and Probability Using a Portfolio Curriculum Approach

ERIC Educational Resources Information Center

Adair, Desmond; Jaeger, Martin; Price, Owen M.

2018-01-01

The use of a portfolio curriculum approach, when teaching a university introductory statistics and probability course to engineering students, is developed and evaluated. The portfolio curriculum approach, so called, as the students need to keep extensive records both as hard copies and digitally of reading materials, interactions with faculty,…

Teaching about Climate Change in the Business Curriculum: An Introductory Module and Resource List

ERIC Educational Resources Information Center

Takacs, C. Helen

2013-01-01

Business managers are increasingly engaged with climate change issues, but pedagogy on climate change in the business curriculum is in its infancy. The author addresses the need for greater integration of climate change knowledge in the business curriculum by describing a teaching module for an undergraduate introductory business course and…

The Introductory Sociology Survey

ERIC Educational Resources Information Center

Best, Joel

1977-01-01

The Introductory Sociology Survey (ISS) is designed to teach introductory students basic skills in developing causal arguments and in using a computerized statistical package to analyze survey data. Students are given codebooks for survey data and asked to write a brief paper predicting the relationship between at least two variables. (Author)

Using High Level Literacy Techniques to Teach Astronomy to Non-Science Majors

NASA Astrophysics Data System (ADS)

Garland, C. A.; Ratay, D. L.

2005-12-01

We present a discussion of an introductory-level college astronomy class which significantly relied on reading and writing assignments to deliver basic content knowledge and provide a basis for deeper analysis of the material. As opposed to the traditional problem-set method of homework, students were required to read popular articles from magazines and newspapers related to the content presented in class and then prepare responses. Responses ranged from methodological analysis to using the readings to create original science journalism. Other forms of assessment indicated that students benefitted from this type of course design. We propose that given the background of students in this type of course, the course design is better suited to engage students in the material and provides a better assessment of student achievement.

Examining the development of knowledge for teaching a novel introductory physics curriculum

NASA Astrophysics Data System (ADS)

Seung, Eulsun

The purpose of this study was to investigate how graduate physics teaching assistants (TAs) develop professional knowledge for teaching a new undergraduate introductory physics curriculum, Matter and Interactions (M&I ). M&I has recently been adopted as a novel introductory physics course that focuses on the application of a small number of fundamental physical principles on the atomic and molecular nature of matter. In this study, I examined the process of five TAs' development of knowledge for implementing the M&I course---from the time they engaged in an M&I content and methods workshop through their first semester as TAs for the course. Through a qualitative, multiple case study research design, data was collected from multiple sources: non-participant observations, digitally recorded video, semi-structured interviews, TAs' written reflections, and field notes. The data were analyzed using the constant comparative method. The TAs' knowledge for teaching M&I was identified in three domains: pedagogical content knowledge, pedagogical knowledge, and subject matter knowledge. First, the three components of TAs' pedagogical content knowledge were identified: knowledge of the goals of M&I, knowledge of instructional strategies, and knowledge of students' learning. Second, pedagogical knowledge that the TAs demonstrated during the study fell predominantly into the category of classroom management and organization. The knowledge of classroom management and organization was categorized into two components: time management skills and group composition. Last, the TAs' subject matter knowledge that they developed through their M&I teaching experience was described in terms of the conceptual structure of the M&I curriculum, the new approach of the M&I curriculum, and specific topic knowledge. The TAs' knowledge for teaching developed from propositional knowledge to personal practical knowledge, and the process of knowledge development consisted of three phases: accepting

A Qualitative Assessment of the Learning Outcomes of Teaching Introductory American Politics in Comparative Perspective

ERIC Educational Resources Information Center

Gelbman, Shamira M.

2011-01-01

This article discusses the findings of an ethnographic content analysis of students' written reflections as a means for assessing the learning outcomes of teaching introductory American politics in comparative perspective. It focuses especially on determining whether and how this approach enhanced students' understanding and retention of knowledge…

The Client-Centered Approach as a Foundation for Teaching the Introductory Course in Public Relations.

ERIC Educational Resources Information Center

Najor, Michele A.; Motschall, Melissa

2001-01-01

Describes how the authors use a broad-based, client-centered model to teach an introductory course in public relations, integrating writing assignments for "clients" into course topics, which include history, ethics, theory, research, program planning, publicity, crisis management, and evaluation methods. Discusses course objectives, and notes…

Stereoscopic Movies for Teaching and Learning of Astronomy

NASA Astrophysics Data System (ADS)

Hayashi, Mitsuru; Kato, Tsunehiko N.; Takeda, Takaaaki; Kokubo, Eiichiro; Miura, Hitoshi; Takahei, Toshiyuki; Miyama, Shoken M.; Kaifu, Norio

To attract the interest of the public in astronomy we visualize data obtained through simulations by using super computers and observations by using state-of -the-art facilities for example the SUBARU Telescope in the virtual reality system. The system is composed of three soft screens. We use two PC's two DLP projectors with circular polarization filters and one mirror for each screen to realize stereoscopic projection. By wearing glasses of circular polarization filters we can experience immersiveness in the system. Six PC's are connected by using optical fiber cable(1Gbps). Especially we developed the software for synchronization and realized stereoscopic movies(15-30 frames per second). In addition to teaching and learning of astronomy we also utilize the system above for public relations and science itself in NAO Mitaka. The system can provide scientists with the point of view we cannot realize on the earth. We are planning to improve the contents easier for the public to understand and distribute the contents to museums and educational institutions through networks for example Super SINET(the internet backbone connects institutes at 10Gbps) in 2003 in addition to monthly exhibition in NAOMitaka

Astronomy: Minds-on the Universe. Supplemental Teaching Activities for Grades K-8.

ERIC Educational Resources Information Center

Marble, Stephen; Fowler, Marilyn, Ed.

This teachers guide contains activities and materials created to teach astronomy concepts to children from grades K-8. It is organized into four units: (1) Earth and Stars; (2) Spheres and Orbits; (3) Stars and Gravity; and (4) Scales and Measurement. Activities are arranged within each unit around six content topics: (1) Earth; (2) Solar System;…

Media Literacy in Action? What Are We Teaching in Introductory College Media Studies Courses?

ERIC Educational Resources Information Center

Ashley, Seth

2015-01-01

An introductory media studies course is a staple of post-secondary education. What are instructors teaching in this course, and to what extent are the principles of media literacy education being incorporated into this likely home? This article reports the findings of a small survey of instructors, who describe aspects of their course content and…

Just-in-Time Teaching Exercises to Engage Students in an Introductory-Level Dinosaur Course

ERIC Educational Resources Information Center

Guertin, Laura A.; Zappe, Sarah E.; Kim, Heeyoung

2007-01-01

The Just-in-Time Teaching (JiTT) technique allows students to be engaged in course material outside of the classroom by answering web-based questions. The responses are summarized and presented to students in class with a follow-up active learning exercise. College students enrolled in an introductory-level general education geoscience course were…

An Evaluation of Grading and Instructional Feedback Skills of Graduate Teaching Assistants in Introductory Psychology

ERIC Educational Resources Information Center

Doe, Sue R.; Gingerich, Karla J.; Richards, Tracy L.

2013-01-01

This study explored graduate teaching assistant (GTA) grading on 480 papers across two writing assignments as integrated into large Introductory Psychology courses. We measured GTA accuracy, consistency, and commenting (feedback) quality. Results indicate that GTA graders improved, although unevenly, in accuracy and consistency from Time 1 to 2…

Analyses of Teaching Strategies and Learning of Concepts of Astronomy in Elementary Education II

NASA Astrophysics Data System (ADS)

Voelzke, Marcos Rincon; Poffo, M. Roberta

2012-07-01

The proposed curricular of the State of Sao Paulo suggests for the discipline of Physical and Biological Sciences contents related to Astronomy for the Elementary Education. In 2010, a study was realised in a public school in Santo Andr to examine the pupils' previous knowledge. Only 19% of them reached a satisfactory note. In this year the contents were presented with three different teaching strategies. In the first class an expositive lesson with audiovisual aids was held, in the second one an expositive lesson in dialogue form was used, and in the third class a textbook research. After the approach a clear improvement of the performance was observe, and the class where the contents had been presented in an expositive lesson with dialogue showed the best effectsciency. This study facilitates analyses of the learning procedure and teaching strategies to improve the Astronomy education in the discipline of Science.

Contrasting grading approaches in introductory physics and quantum mechanics: The case of graduate teaching assistants

NASA Astrophysics Data System (ADS)

Marshman, Emily; Sayer, Ryan; Henderson, Charles; Singh, Chandralekha

2017-06-01

At large research universities, physics graduate teaching assistants (TAs) are often responsible for grading in courses at all levels. However, few studies have focused on TAs' grading practices in introductory and advanced physics courses. This study was designed to investigate whether physics graduate TAs grade students in introductory physics and quantum mechanics using different criteria and if so, why they may be inclined to do so. To investigate possible discrepancies in TAs' grading approaches in courses at different levels, we implemented a sequence of instructional activities in a TA professional development course that asked TAs to grade student solutions of introductory physics and upper-level quantum mechanics problems and explain why, if at all, their grading approaches were different or similar in the two contexts. We analyzed the differences in TAs' grading approaches in the two contexts and discuss the reasons they provided for the differences in their grading approaches in introductory physics and quantum mechanics in individual interviews, class discussions, and written responses. We find that a majority of the TAs graded solutions to quantum mechanics problems differently than solutions to introductory physics problems. In quantum mechanics, the TAs focused more on physics concepts and reasoning and penalized students for not showing evidence of understanding. The findings of the study have implications for TA professional development programs, e.g., the importance of helping TAs think about the difficulty of a problem from an introductory students' perspective and reflecting on the benefits of formative assessment.

Some innovative programmes in Astronomy education

NASA Astrophysics Data System (ADS)

Babu, G. S. D.; Sujatha, S.

In order to inculcate a systematic scientific awareness of the subject of Astronomy among the students and to motivate them to pursue careers in Astronomy and Astrophysics, various innovative educational programmes have been designed at MPBIFR. Among them, the main programme is termed as the ``100-hour Certificate Course in Astronomy and Astrophysics'' which has been designed basically for the students of the undergraduate level of B.Sc. and B.E. streams. The time duration of the 100 hours in this course is partitioned as 36 hours of classroom lectures, 34 hours of practicals and field trips and the remaining 30 hours being dedicated to dissertation writing and seminar presentations by the students. In addition, after the 100-hour course, the students have the option to take up specialized advance courses in the topics of Astrobiology, Astrochemistry, Radio Astronomy, Solar Astronomy and Cosmology as week-end classes. These courses are at the post graduate level and are covered in a span of 18 to 20 hours spread over a period of 9 to 10 weeks. As a preparatory programme, short-term introductory courses in the same subject are conducted for the high school students during the summer vacation period. Along with this, a three-week programme in basic Astronomy is also designed as an educational package for the general public. The students of these courses have the opportunity of being taken on field trips to various astronomical centers as well as the Radio, Solar and the Optical Observatories as part of their curriculum. The guided trips to the ISRO’s Satellite Centre at Bangalore and the Satellite Launching Station at SHAR provide high degree of motivation apart from giving thrilling experiences to the students. Further, the motivated students are encouraged to involve themselves in regular research programmes in Astronomy at MPBIFR for publishing research papers in national and international journals. The teaching and mentoring faculty for all these programmes

Astronomy Teaching Problems in Armenia

NASA Astrophysics Data System (ADS)

Gyulzadyan, M. V.

2015-07-01

Astronomy, like any science, constantly develops unlimitedly approaching absolute objective truth; every moment of its accomplishments are due to the level of public welfare demands and culture. Armenia for centuries had a major contributor to the ancient as well as to the modern astronomy development. But it has been already a couple of years that the "Astronomy" course is not present at the schools of Armenia. Despite that fact, several schools put an effort to stress the importance of that subject by extracurricular groups trying to fill that gap. How this work is carried out and what results do we have? What can be done to increase the level of astronomical education as well as for its expansion?

Junior High Astronomy.

ERIC Educational Resources Information Center

Greenstone, Sid; Smith, Murray

Selected materials needed to teach an astronomy unit as well as suggested procedures, activities, ideas, and astronomy fact sheets published by the Manitoba Planetarium are provided. Subjects of the fact sheets include: publications and classroom picture sets available from the National Aeronautics and Space Administration and facts and statistics…

Popular Astronomy

NASA Astrophysics Data System (ADS)

Newcomb, Simon

2011-10-01

Preface; Part I. The System of the World Historically Developed: Introduction; 1. The ancient astronomy, or the apparent motions of the heavenly bodies; 2. The Copernican system, or the true motions of the heavenly bodies; 3. Universal gravitation; Part II. Practical Astronomy: Introductory remarks; 1. The telescope; 2. Application of the telescope to celestial measurements; 3. Measuring distances in the heavens; 4. The motion of light; 5. The spectroscope; Part III. The Solar System: 1. General structure of the solar system; 2. The sun; 3. The inner group of planets; 4. The outer group of planets; 5. Comets and meteors; Part IV. The Stellar Universe: 1. The stars as they are seen; 2. The structure of the universe; 3. The cosmogony; Addendum to Part III chapter 2; Appendix; Index; Addendum II, the satellites of Mars; Explanation of the star maps.

Teaching the History of Astronomy On Site in London

NASA Astrophysics Data System (ADS)

French, Linda M.

2016-01-01

In the autumn of 2014, the author had the opportunity to teach a class on the history of astronomy in England as part of a study abroad experience for students at Illinois Wesleyan University. The philosophy of the program is to use the rich cultural environment of London as a setting for active learning. In the classroom, students read and discussed selected works by Ptolemy, Copernicus, Kepler, Galileo, and Herschel. We visited Stonehenge, the Royal Greenwich Observatory, the London Science Museum, the London Monument, and the library of the Royal Astronomical Society. Lessons learned from the experience will be shared.

Introductory Courses and the Search

ERIC Educational Resources Information Center

Schaffer, Dennis R.; Purohit, Anal

1975-01-01

This study surveyed 363 undergraduate students to determine the extent that introductory courses affected their selection of majors, minors, and career goals. The results indicated a significant relationship between an instructor perceived by students as better than average in teaching an introductory course and the selection of a major. (Author)

Handheld Devices with Wide-Area Wireless Connectivity: Applications in Astronomy Educational Technology and Remote Computational Control

NASA Astrophysics Data System (ADS)

Budiardja, R. D.; Lingerfelt, E. J.; Guidry, M. W.

2003-05-01

Wireless technology implemented with handheld devices has attractive features because of the potential to access large amounts of data and the prospect of on-the-fly computational analysis from a device that can be carried in a shirt pocket. We shall describe applications of such technology to the general paradigm of making digital wireless connections from the field to upload information and queries to network servers, executing (potentially complex) programs and controlling data analysis and/or database operations on fast network computers, and returning real-time information from this analysis to the handheld device in the field. As illustration, we shall describe several client/server programs that we have written for applications in teaching introductory astronomy. For example, one program allows static and dynamic properties of astronomical objects to be accessed in a remote observation laboratory setting using a digital cell phone or PDA. Another implements interactive quizzing over a cell phone or PDA using a 700-question introductory astronomy quiz database, thus permitting students to study for astronomy quizzes in any environment in which they have a few free minutes and a digital cell phone or wireless PDA. Another allows one to control and monitor a computation done on a Beowulf cluster by changing the parameters of the computation remotely and retrieving the result when the computation is done. The presentation will include hands-on demonstrations with real devices. *Managed by UT-Battelle, LLC, for the U.S. Department of Energy under contract DE-AC05-00OR22725.

Introducing Astronomy Related Research into Non-Astronomy Courses

NASA Astrophysics Data System (ADS)

Walker, Douglas

The concern over the insufficient number of students choosing to enter the science and engineering fields has been discussed and documented for years. While historically addressed at the national level, many states are now recognizing that the lack of a highly-skilled technical workforce within their states' borders has a significant effect on their economic health. Astronomy, as a science field, is no exception. Articles appear periodically in the most popular astronomy magazines asking the question, "Where are the young astronomers?" Astronomy courses at the community college level are normally restricted to introductory astronomy I and II level classes that introduce the student to the basics of the night sky and astronomy. The vast majority of these courses is geared toward the non-science major and is considered by many students to be easy and watered down courses in comparison to typical physics and related science courses. A majority of students who enroll in these classes are not considering majors in science or astronomy since they believe that science is "boring and won't produce any type of career for them." Is there any way to attract students? This paper discusses an approach being undertaken at the Estrella Mountain Community College to introduce students in selected mathematics courses to aspects of astronomy related research to demonstrate that science is anything but boring. Basic statistical techniques and understanding of geometry are applied to a large virgin data set containing the magnitudes and phase characteristics of sets of variable stars. The students' work consisted of developing and presenting a project that explored analyzing selected aspects of the variable star data set. The description of the data set, the approach the students took for research projects, and results from a survey conducted at semester's end to determine if student's interest and appreciation of astronomy was affected are presented. Using the data set provided, the

Confidence Demonstrated by Students of Pedagogy on the Teaching of Astronomy in the Initial Years of the Elementary School

NASA Astrophysics Data System (ADS)

Welington, Cerqueira, Jr.; dos Santos Almeida, Robenil; do Santos da Conceição, Regiane; Dutra, Glênon

2015-12-01

This work attempts to identify the level of confidence of some students of the course in Pedagogy of a public University located in the interior of the Bahia state, for the teaching of contents of Astronomy in the initial years of the Elementary School. The data was obtained from the application of a questionnaire, answered by 16 students. The analysis of these results took into account several factors, like the framework of the curriculum of the graduation course in Pedagogy, the reading profile of the students and the level of experience regarding their teaching in classroom. The obtained results point to a great insecurity of the students regarding the teaching of contents of Astronomy, being compatible with previous findings of other investigators of the area.

Current practices in teaching introductory epidemiology: how we got here, where to go.

PubMed

Keyes, Katherine M; Galea, Sandro

2014-10-01

The number of students and disciplines requiring basic instruction in epidemiologic methods is growing. As a field, we now have a lexicon of epidemiologic terminology and particular methods that have developed and become canonical through the historical development of the field. Yet, many of our basic concepts remain elusive to some students, particularly those not pursuing a career in epidemiology. Further, disagreement and redundancy across basic terms limit their utility in teaching epidemiology. Many approaches to teaching epidemiology generally start with labeling key concepts and then move on to explain them. We submit that an approach grounded not in labels but in foundational concepts may offer a useful adjunct to introductory epidemiology education. We propose 7 foundational steps in conducting an epidemiologic study and provide examples of how these steps can be operationalized, using simple graphics that articulate how populations are defined, samples are selected, and individuals are followed to count cases. A reorganization of introductory epidemiology around core first principles may be an effective way forward for educating the next generation of public health scientists. © The Author 2014. Published by Oxford University Press on behalf of the Johns Hopkins Bloomberg School of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Astronomy Education: The Good, the Bad, and the Ugly -- A Practical Guide for Those Who Teach and Those Who Don't

NASA Astrophysics Data System (ADS)

Fraknoi, A.

2005-05-01

Whether you teach undergraduate astronomy or just do occasional public outreach, you've probably seen personal examples reflecting the disturbing statistics. Roughly half of all freshmen entering the California State Colleges cannot do English or math at the college level and need remedial courses. Only 22% of adults in the U.S. can correctly explain what a molecule is. More people will watch each pseudoscience-filled episode of "Unsolved Mysteries" on television than will be taught an astronomy course by all the people at this AAS meeting combined. In this talk, we will briefly examine the challenges for everyone interested in astronomy education in three arenas: (dwindling) astronomy instruction in grades K-12, the teaching of Astro 101 for non-science majors, and the work of astronomers contributing to the public understanding of science. (For example, with the modern growth of astronomical knowledge, trying to teach ALL of astronomy in one quarter or semester is like trying to buy one of each item at your local Wal-Mart -- your cart will be impressively full, but your ability to get to know and enjoy each purchase will be severely limited.) We'll also look at some surprising result from a survey of the training and work of 400 astronomy instructors at non-research-oriented colleges. We'll then focus on some practical ideas on how all astronomers can contribute to improving the public appreciation of astronomy -- in their classes, in their institution's outreach work, and in the community. Several projects around the country that have found research-based techniques for making a significant difference will be highlighted, from family astronomy community events to experiments with hands-on small-group activities in the midst of large lecture classes. We'll discuss the role of a new electronic journal and web-based communities in facilitating the exchange of information on what works and what doesn't. Participants will receive an annotated resource guide to key

An inventory of student recollections of their past misconceptions as a tool for improved classroom astronomy instruction

NASA Astrophysics Data System (ADS)

Favia, Andrej

My Ph.D. research is about examining the persistence of 215 common misconceptions in astronomy. Each misconception is based on an often commonly-held incorrect belief by college students taking introductory astronomy. At the University of Maine, the course is taught in alternating semesters by Prof. Neil F. Comins and Prof. David J. Batuski. In this dissertation, I examine the persistence of common astronomy misconceptions by the administration of a retrospective survey. The survey is a new instrument in that it permits the student to indicate either endorsement or rejection of each misconception at various stages in the student's life. I analyze data from a total of 639 students over six semesters. I compare the survey data to the results of exams taken by the students and additional instruments that assess students' misconceptions prior to instruction. I show that the consistency of the students' recollection of their own misconceptions is on par with the consistency of responses between prelims and the final exam. I also find that students who report higher increased childhood interest in astronomy are more likely to have accurate recalls of their own past recollections. I then discuss the use of principal components analysis as a technique for describing the extent to which misconceptions are correlated with each other. The analysis yields logical groupings of subtopics from which to teach. I then present a brief overview of item response theory, the methodology of which calculates relative difficulties of the items. My analysis reveals orders to teach the associated topics in ways that are most effective at dispelling misconceptions during instruction. I also find that the best order to teach the associated concepts is often different for high school and college level courses.

The Concept of a Single-sex Optional Discussion Session in Introductory Astronomy at a Publicly Funded University

NASA Astrophysics Data System (ADS)

Shawl, S.

1996-12-01

The concept of single-sex education for science and mathematics has recently received renewed discussion in both the popular and professional literature. So important is the topic within higher education that the Duke Journal of Gender Law and Policy sponsored a symposium called "Gender & The Higher Education Classroom: Maximizing the Learning Environment" in February 1996 (http://www.duke.edu/ jrd4/djgcnf96.htm). The concept is especially controversial in publicly supported educational institutions. The idea of offering an optional discussion session limited to a single sex in a university-level introductory astronomy course at a State-supported school was considered through discussions with a number of faculty and administrators, and through a questionnaire aimed at determining student attitudes toward the concept. The results of the student questionnaire will be presented. (While the questionnaire results will be seen to be in favor of such an optional discussion session, such sessions have not been offered.)

The California-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE): Partnering Students to Astronomy at the University of Arizona's Astronomy Camp

NASA Astrophysics Data System (ADS)

Saldivar, Hector; McCarthy, D.; Rudolph, A. L.

2012-01-01

The California-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE) is an NSF-funded partnership between the Astronomy Program at Cal Poly Pomona and the University of Arizona Steward Observatory designed to promote participation of underrepresented minorities, including women, in astronomy research and education. By means of this program, Cal Poly Pomona undergraduates that are either Physics majors or minors are qualified to participate in the program alongside graduate students from the University of Arizona as a camp counselor at the University of Arizona's Astronomy Camp, one of the elite astronomy programs worldwide. Students that participate in the CAMPARE program are granted an opportunity to work in a hands-on environment by teaching astronomy to students from all over the world in a highly structured environment. The CAMPARE student selected for this program in Summer 2011 worked under the supervision of Dr. Don McCarthy, professor at the University of Arizona and Astronomy Camp director for over 20 years, learning to lead a group of students through daily activities and ensure that the students are learning to their maximum potential. Through this experience, the CAMPARE student learned to capture students’ interest in astronomy and was introduced to real life teaching, which has helped prepare him for future experiences to come. We acknowledge the NSF for funding under Award No. AST-0847170, a PAARE Grant for the Calfornia-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE).

Teaching Science Writing in an Introductory Lab Course

PubMed Central

Holstein, Sarah E.; Mickley Steinmetz, Katherine R.; Miles, John D.

2015-01-01

One challenge that many neuroscience instructors face is how to teach students to communicate within the field. The goal of this project was to improve students’ scientific writing in an introductory psychology laboratory course that serves as a feeder course into the neuroscience curriculum. This course included a scaffolded approach - breaking assignments into different sections that build upon each other to allow for more direction and feedback on each section. Students were also provided with examples of scientific writing, given direction on finding and reading journal articles, and were taught how to effectively peer review a paper. Research papers were assessed before (Year 1) and after (Year 2) this scaffolded approach was instituted. The assessment included measures of “Genre Knowledge” for each section of a research paper (abstract, introduction, method, results, discussion) as well as measures of “Writing Elements” (grammar, formatting, clarity, transitions, building to the hypothesis, using evidence). The results indicated that there was an improvement for Genre Knowledge scores when comparing Year 1 to Year 2. However, there was no systematic improvement in Writing Elements. This suggests that this teaching technique was most effective in improving students’ ability to write within the scientific genre. The logistics of implementing such an approach are discussed. PMID:25838801

Characteristical Analysis of High School Astronomy's Teaching in Rio Grande da Serra, Ribeirão Pires and Mauá

NASA Astrophysics Data System (ADS)

Faria, R. Z.

2008-08-01

Considering that Astronomy is one of the oldest science that contributes to the human and technological development, its concepts are rarely taught for students of High School. The present research argues two aspects related to the method of teaching Astronomy. The first aspect is if it has been discussed in the classes by teachers of High School, and the second one treats of the way it has been taught by these teachers. In order to find out this, a questionnaire was applied for the teachers who teach Physics classes and work in state schools in Rio Grande da Serra, Ribeirão Pires and Mauá in São Paulo. From 66.2% of the teachers who answered to the questionnaire in the three cities researched, 57.4% did not give any subject about Astronomy, 89.4% did not use any kind of computer program, 70.2% did not use laboratory, 83.0% never took the students for museums or observatories and 38.3% did not indicate any kind of magazine or book about Astronomy. Although the majority of the teachers admit that the Astronomy influence the education of the student, they do not include the subject in their planning.

Writing an Electronic Astronomy Book with Interactive Curricular Material

NASA Astrophysics Data System (ADS)

Thompson, Kristen L.; Belloni, Mario; Christian, Wolfgang

2015-01-01

With the rise of tablets, the past few years have seen an increase in the demand for quality electronic textbooks. Unfortunately, most of the current offerings do not exploit the accessibility and interactivity that electronic books can deliver. In this poster, we discuss how we are merging our curriculum development projects (Physlets, Easy Java/JavaScript Simulations, and Open Source Physics) with the EPUB electronic book format to develop an interactive textbook for use in a one-semester introductory astronomy course. The book, Astronomy: An Interactive Introduction, combines the narrative, equations, and images of a traditional astronomy text with new JavaScript simulations.

Astrology in Introductory Astronomy Courses for Nonscience Specialists

ERIC Educational Resources Information Center

Zeilik, Michael, II

1973-01-01

Discusses the use of a horoscope-casting laboratory exercise in the astronomy course. Indicates that students can fulfill three objectives: (1) summarize the planetary motions in the geometric universe, (2) be familiar with sidereal and solar time, and (3) be acquainted with the uses ephemerides. (CC)

Teaching Introductory Physics with an Environmental Focus

ERIC Educational Resources Information Center

Martinuk, Mathew; Moll, Rachel F.; Kotlicki, Andrzej

2010-01-01

Throughout North America the curriculum of introductory physics courses is nearly standardized. In 1992, Tobias wrote that four texts dominate 90% of the introductory physics market and current physics education research is focusing on how to sustain educational reforms. The instructional team at the University of British Columbia (UBC) recently…

An Empirical Evaluation of Puzzle-Based Learning as an Interest Approach for Teaching Introductory Computer Science

ERIC Educational Resources Information Center

Merrick, K. E.

2010-01-01

This correspondence describes an adaptation of puzzle-based learning to teaching an introductory computer programming course. Students from two offerings of the course--with and without the puzzle-based learning--were surveyed over a two-year period. Empirical results show that the synthesis of puzzle-based learning concepts with existing course…

Using a dual safeguard web-based interactive teaching approach in an introductory physics class

NASA Astrophysics Data System (ADS)

Li, Lie-Ming; Li, Bin; Luo, Ying

2015-06-01

We modified the Just-in-Time Teaching approach and developed a dual safeguard web-based interactive (DGWI) teaching system for an introductory physics course. The system consists of four instructional components that improve student learning by including warm-up assignments and online homework. Student and instructor activities involve activities both in the classroom and on a designated web site. An experimental study with control groups evaluated the effectiveness of the DGWI teaching method. The results indicate that the DGWI method is an effective way to improve students' understanding of physics concepts, develop students' problem-solving abilities through instructor-student interactions, and identify students' misconceptions through a safeguard framework based on questions that satisfy teaching requirements and cover all of the course material. The empirical study and a follow-up survey found that the DGWI method increased student-teacher interaction and improved student learning outcomes.

Morro Azul Observatory: A New Center for Teaching and Popularization of Astronomy.

NASA Astrophysics Data System (ADS)

Bretones, Paulo Sergio; Cardoso de Oliveira, Vladimir

2002-08-01

In 1999, the Instituto Superior de Ciências Aplicadas (ISCA Faculdades de Limeira) started a project to build an observatory and initiate several astronomy related activities in the city of Limeira and region (São Paulo state) with the aim of teaching and popularizing astronomy. After contracting teachers, a technician and an intern, the Morro Azul Observatory was inaugurated in March 2000 as a part of the geosciences department of ISCA Faculdades. This poster describes the development phases of the Observatory, the activities initiated by the Observatory, and assesses the impact of the project. Several issues will be discussed such as the criteria for choosing the site, buildings, instruments, group visits, and particularly the goals that were reached. The Observatory, as described here, serves as a model for other centers with the same purpose in the country. The achievements of this project include the creation of two astronomical disciplines for the geography course and liaisons with other courses such as tourism, pedagogy, social communication and engineering. New activities were initiated, educational materials created, and the Observatory is now part of the regions teaching network and is in contact with other Brazilian and foreign centers. This poster presents the results from report analyses, visitor records, the local media, goal strategy assessment, and the current state of the project. It concludes with an evaluation of the social commitment of the Observatory, its initiatives for the constant renewal and growth of the project, its policy of maintaining the activities and interchange with other national and international astronomy centers, and the future perspectives in terms of its contribution for the research in science education.

Teaching Introductory Physics with an Environmental Focus

NASA Astrophysics Data System (ADS)

Martinuk, Mathew ``Sandy''; Moll, Rachel F.; Kotlicki, Andrzej

2010-09-01

Throughout North America the curriculum of introductory physics courses is nearly standardized. In 1992, Tobias wrote that four texts dominate 90% of the introductory physics market and current physics education research is focusing on how to sustain educational reforms.2 The instructional team at the University of British Columbia (UBC) recently implemented some key curriculum and pedagogical changes in Physics 100, their algebra-based introductory course for non-physics majors. These changes were aimed at improving their students' attitudes toward physics and their ability to apply physics concepts to useful real-life situations. In order to demonstrate that physics is relevant to real life, a theme of energy and environment was incorporated into the course.

Taking a Scientific Approach to Science Teaching

NASA Astrophysics Data System (ADS)

Pollock, S.

2011-09-01

It is now well-documented that traditionally taught, large-scale introductory science courses often fail to teach our students the basics. In fact, these same courses have been found to teach students things we don't intend. Building on a tradition of research, the physics and astronomy education research communities have been investigating the effects of educational reforms at the undergraduate level for decades. Both within these scientific communities and in the fields of education, cognitive science, psychology, and other social sciences, we have learned a great deal about student learning and environments that support learning for an increasingly diverse population of students. This presentation will discuss a variety of effective classroom practices, (with an emphasis on peer instruction, "clickers," and small group activities), the surrounding educational structures, and examine assessments which indicate when and why these do (and sometimes do not) work. After a broad survey of education research, we will look at some of the exciting theoretical and experimental developments within this field that are being conducted at the University of Colorado. Throughout, we will consider research and practices that can be of value in both physics and astronomy classes, as well as applications to teaching in a variety of environments.

The Evaluation of Significant Figures in the History of Social Psychology: A Class Exercise in the Teaching of Introductory Social Psychology

ERIC Educational Resources Information Center

Innes, John Michael; Chambers, Timothy Peter

2017-01-01

In teaching social psychology, the process of identifying a particular theorist can lead to an enhanced understanding of the theories associated with that individual. Employing this process into a summative assessment, this article outlines an exercise that facilitated the teaching of introductory social psychology to 147 undergraduate students.…

Reform-Oriented Teaching of Introductory Statistics in the Health, Social and Behavioral Sciences--Historical Context and Rationale

ERIC Educational Resources Information Center

Hassad, Rossi A.

2009-01-01

There is widespread emphasis on reform in the teaching of introductory statistics at the college level. Underpinning this reform is a consensus among educators and practitioners that traditional curricular materials and pedagogical strategies have not been effective in promoting statistical literacy, a competency that is becoming increasingly…

Europe's Astronomy Teachers Meet at ESO

NASA Astrophysics Data System (ADS)

1994-12-01

European Association for Astronomy Education Formed A joint EU/ESO Workshop (1) on the Teaching of Astronomy in Europe was held at the ESO Headquarters from November 25-30, 1994, under the auspices of the 1994 European Week for Scientific Culture. More than 100 teachers from secondary schools in 17 European countries participated together with representatives of national ministries and local authorities, as well as professional astronomers. This meeting was the first of its kind ever held and was very successful. As a most visible and immediate outcome, the participants agreed to form the "European Association for Astronomy Education (EAAE)", uniting astronomy educators all over Europe into one network. A provisional Executive Committee of the EAAE was elected which will work towards the organisation of a constitutional conference within the next year. The participants unanimously adopted a "Declaration on the Teaching of Astronomy in Europe", specifying the overall aims and initial actions needed to achieve them. Astronomy: Science, Technology and Culture At the beginning of the Workshop the participants listened to lectures by several specialists about some of the most active fields of astronomy. The scientific sessions included topics as diverse as minor bodies in the solar system, nucleosynthesis, interstellar chemistry and cosmology. Then followed overviews of various recent advances in astronomical technology, some of which are already having direct impact on highly specialized sectors of European industry. They included the advanced use of computers in astronomy, for instance within image processing and data archiving, as well as a demonstration of remote observing. Discussing the cultural aspects, Nigel Calder (UK) and Hubert Reeves (France) emphasized the important role of astronomy in modern society, in particular its continuing influence on our perceptions of mankind's unique location in time and space. Teaching of Astronomy in European Countries

Using a Serious Game Approach to Teach Secure Coding in Introductory Programming: Development and Initial Findings

ERIC Educational Resources Information Center

Adamo-Villani, Nicoletta; Oania, Marcus; Cooper, Stephen

2013-01-01

We report the development and initial evaluation of a serious game that, in conjunction with appropriately designed matching laboratory exercises, can be used to teach secure coding and Information Assurance (IA) concepts across a range of introductory computing courses. The IA Game is a role-playing serious game (RPG) in which the student travels…

Modern astronomy labs and the new digital sky

NASA Astrophysics Data System (ADS)

Pollock, Joseph T.

2000-12-01

My colleagues in the other physical and biological sciences often comment on how ``easy'' it is to draw students into our introductory astronomy courses. There seems to be a universal, so to speak, appeal for the subject. We astronomers have it made, right? Well, not in the introductory laboratories. We face a real dilemma as to how to provide our students with an ``experimental'' experience, equivalent to that in the other sciences, where they obtain their own data, analyze it, and learn something about the natural phenomenon they are studying. The complications are significant.

Astronomy education through interactive materials

NASA Astrophysics Data System (ADS)

Voelzke, Marcos Rincon; Antunes de Macêdo, Josué

2015-08-01

This study presents results of a survey conducted at the Federal Institution of Education, Science and Technology in the North of Minas Gerais (IFNMG), and aimed to investigate the potentialities of the use of interactive materials in the teaching of astronomy. An advanced training course with involved learning activities about basic concepts of astronomy was offered to thirty-two Licenciate students in Physics, Mathematics and Biological Sciences, using the mixed methodology, combined with the three pedagogical moments. Among other aspects, the viability of the use of resources was noticed, involving digital technologies and interactive materials on teaching of astronomy, which may contribute to the broadening of methodological options for future teachers and meet their training needs.

Astronomy Popularization via Sci-fi Movies

NASA Astrophysics Data System (ADS)

Li, Qingkang

2015-08-01

It is astronomers’ duty to let more and more young people know a bit astronomy and be interested in astronomy and appreciate the beauty and great achievements in astronomy. One of the most effective methods to popularize astronomy to young people nowadays might be via enjoying some brilliant sci-fi movies related to astronomy with some guidance from astronomers. Firstly, we will introduce the basic information of our selective course “Appreciation of Sci-fi Movies in Astronomy” for the non-major astronomy students in our University, which is surely unique in China, then we will show its effect on astronomy popularization based on several rounds of teaching.

The astronomy education through interactive materials

NASA Astrophysics Data System (ADS)

de Macedo, Josué Antunes; Voelzke, Marcos Rincon

2014-11-01

This study presents results of a survey conducted at the Federal Institution of Education, Science and Technology in the North of Minas Gerais (IFNMG), and aimed to investigate the potentialities of the use of interactive materials in the teaching of astronomy. An advanced training course with involved learning activities about basic concepts of astronomy was offered to thirty-two Licenciate students in Physics, Mathematics and Biological Sciences, using three pedagogical moments. Among other aspects, the viability of the use of resources was noticed, involving digital technologies and interactive materials on teaching of astronomy, which may contribute to the broadening of methodological options for future teachers and meet their training needs

Young Astronomers and Astronomy teaching in Moldavia

NASA Astrophysics Data System (ADS)

Gaina, Alex

1998-09-01

Curricular Astronomy is taught in Moldavia , except Transnistria and Gagauzia, in the final (11th class) of the secondary schools and gymnasiums, and in the 12th class of the lyceums. The program takes 35 academic hours. The basic book is by Vorontsov-Veliaminov, used in the former USSR, but the Romanian one is also used, in spite of many criticisms addressed to both by our astronomy teachers. In Transinstria (on the left of the Dniester river)astronomy is taught 17 hours. Extracurricular activities develop at the Real Lyceum, where students and amateur astronomers carry out regular observations. Particularly, photographs of the comet Hale-Bopp have been realized using a Cassegrain 450 mm telescope by young astronomers under supervision of S. Luca and D. Gorodetzky (Gorodetchi). Except the telescope from the Real Lyceum other few telescopes are in construction. Unfortunately, no planetarium exists now in Chisinau, since the old one was returned to church. Astronomy courses are taught at the physical and mathematical departments of the Pedagogical University, Transnistrian Moldavian University in Tiraspol and the State University of |Moldavia. Many efforts were made by the State University lecturers and scientists to popularize Astronomy and Astrophysics in the books and in the press, at the radio and TV. No astronomy is taught at the Gagauzian National University in Comrat. No astronomiucal departments exist in Universities of |Moldavia.

Astronomy in the Initial Formation of Sciences Teachers

NASA Astrophysics Data System (ADS)

Costa, Samuel; Euzébio, Geison João; Damasio, Felipe

2016-12-01

Although astronomy is considered one of the older sciences of mankind, its teaching in basic education is facing problems. It is the school responsibility the dissemination of correct scientific concepts, including those related to Astronomy. This study was conducted at the Federal Institute of Education, Science and Technology of Santa Catarina, Campus Araranguá. In this article, we aimed to present the activities developed to help the formation of teachers, training undergraduate students in Natural Sciences with specialization in Physics to contribute to the dissemination and improvement of the teaching-learning of Astronomy. This paper presents the process and results of the evaluation of that training program. Analyses of the activity from the perspective of the participants are indicated and additional considerations are made regarding its use as a resource for teaching Astronomy and for teacher training.

The Influence of Learning and Teaching Styles on Student Attitudes and Achievement in the Introductory Economics Course: A Case Study.

ERIC Educational Resources Information Center

Wetzel, James N.; And Others

1982-01-01

Reports the results of a study that examined the influence of learning and teaching styles on changes in student achievement in economics and attitude toward economics among undergraduates enrolled in an introductory economics course. (AM)

The Evolution of a Program of Introductory Courses: Fragmentation and Integration.

ERIC Educational Resources Information Center

Candland, Douglas K.

Background, rationale, and consequences of a plan for teaching introductory undergraduate psychology are described. The setting is a college where eight to ten members of the psychology department have traditionally shared the teaching of introductory courses. The faculty recognized that there was not consensus on the content of an exemplary…

Outreach and Astronomy-Education Activities of the University of Arizona Astronomy Club

NASA Astrophysics Data System (ADS)

McGraw, Allison M.; Hardegree-Ullman, K.; Walker-LaFollette, A.; Towner, A. P.

2014-01-01

The University of Arizona Astronomy Club provides unique outreach experiences for all ages. Our undergraduates work together to volunteer their time for various types of outreach events. This club uses several techniques to execute astronomy education such as hands-on 3D models, exciting demonstrations of scientific phenomena, and multiple small telescopes for both solar and night-time viewing. The students bring the models and telescopes to locations both on and off campus; from dark sky locations in the desert southwest to elementary schools, our undergraduates are willing to teach astronomy just about anywhere.

Astronomy for teachers: A South African Perspective

NASA Astrophysics Data System (ADS)

de Witt, Aletha; West, Marion; Leeuw, Lerothodi; Gouws, Eldrie

2015-08-01

South Africa has nominated Astronomy as a “flagship science” and aims to be an international Astronomy hub through projects such as the Square Kilometre Array (SKA) and the South African Large Telescope (SALT). These projects open up career opportunities in maths, science and engineering and therefore offers a very real door for learners to enter into careers in science and technology through Astronomy. However, the Trends in International Mathematics and Science Survey (TIMSS), the Global Competitiveness Report (GCR) and Annual National Assessment (ANA) have highlighted that South Africa’s Science and Mathematics education is in a critical condition and that South African learners score amongst the worst in the world in both these subjects. In South Africa Astronomy is generally regarded as the worst taught and most avoided Natural Science knowledge strand, and most teachers that specialised in Natural Sciences, never covered Astronomy in their training.In order to address these issues a collaborative project between the University of South Africa (UNISA) and the Hartebeesthoek Radio Astronomy Observatory (HartRAO) was initiated, which aims to assist teachers to gain more knowledge and skills so that they can teach Astronomy with confidence. By collaborating we aim to ensure that the level of astronomy development will be raised in both South Africa and the rest of Africa.With the focus on Teaching and Learning, the research was conducted within a quantitative paradigm and 600 structured questionnaires were administered to Natural Science teachers in Public primary schools in Gauteng, South Africa. This paper reports the findings of this research and makes recommendations on how to assist teachers to teach Astronomy with confidence.

Too Early for Physics? Effect of Class Meeting Time on Student Evaluations of Teaching in Introductory Physics

ERIC Educational Resources Information Center

Tobin, R. G.

2017-01-01

This paper reports observations that show a significant effect of class meeting time on student evaluations of teaching for an introductory college physics class. Students in a lecture section with an early-morning meeting time gave the class and instructors consistently lower ratings than those in an otherwise nearly identical section that met an…

Using Role-Playing Games to Teach Astronomy: An Evaluation

NASA Astrophysics Data System (ADS)

Francis, Paul

Since 1998, I've been experimenting with the use of role-playing games to teach astronomy. Students play the role of competing teams of researchers, racing to solve some astrophysical mystery. In this article, I review what has been learned from using these games around the world over the last eight years. The most common problem encountered is a tendency for students to become overly political. An unexpected benefit of these games is the boost that they give to student self- confidence. Overall, they seem to work well with a wide range of students, ranging from ninth grade to graduate school, and students exposed to this game comment repeatedly on how the games changed their attitudes toward the scientific process.

Topics of Astronomy in Physics Teaching: the study of the oceanic tides addressed to the significant learning

NASA Astrophysics Data System (ADS)

Dos Santos Neta, Maria Luiza

2017-02-01

In the Medium Teaching when topics of Astronomy are supplied happen in Physics discipline with the use of methodologies that don't contribute to the development of the learning significant, however to turn them effective it is fundamental, for the apprehension of habitual events. By this context intends to analyze and to understand the current contributions of the use of a proposal of Teaching of Physics promoted the significant learning again, when topics of Astronomy be worked with the students of the Medium Teaching of a public school of the State Net of Teaching located in the city of Sirinhaém, in the south coast of Pernambuco. This research presented characteristic qualitative, as well as quantitative contemplating methodological procedures, such as: the application of a Pre-Test, the didactic intervention/sequences stages of the Cycle of Experience and Post-Test, following by situation-problem. As central theme one worked contents regarding the Astronomy, with prominence for the oceanic tides, being the significant learning stimulated to each stage: exhibition of videos, slides groups, discussions and activities written. The results obtained in the Pre-Test demonstrated that, the conditions of the previous knowledge presented by the students, in relation to the theme to be worked - oceanic tides - if they found inadequate to begin the study on the phenomenon. However, after the application of the didactic intervention/ sequences stages and comparing the result of the Post-Test in function of the Pre-Test was verified that, the previous knowledge are in appropriate conditions for the understanding of the event, as well as, for they be used in situation-problem that demands her understanding They suggests her that, the application of the Cycle of Experience as didactic sequence frequently happens, because it is verified that her use potentiates the construction of the significant learning.

Resources for Teaching Astronomy.

ERIC Educational Resources Information Center

Grafton, Teresa; Suggett, Martin

1991-01-01

Resources that are available for teachers presenting astronomy in the National Curriculum are listed. Included are societies and organizations, resource centers and places to visit, planetaria, telescopes and binoculars, planispheres, star charts, night sky diaries, equipment, audiovisual materials, computer software, books, and magazines. (KR)

The astronomy education through interactive materials

NASA Astrophysics Data System (ADS)

Voelzke, Marcos Rincon; Macedo, Josue

This study presents results of a survey conducted at the Federal Institution of Education, Science and Technology in the North of Minas Gerais (IFNMG), and aimed to investigate the potentialities of the use of interactive materials in the teaching of astronomy. An advanced training course with involved learning activities about basic concepts of astronomy was offered to thirty-two Licenciate students in Physics, Mathematics and Biological Sciences, using the mixed methodology, combined with the three pedagogical moments. Among other aspects, the viability of the use of resources was noticed, involving digital technologies and interactive materials on teaching of astronomy, which may contribute to the broadening of methodological options for future teachers and meet their training needs.

Studying the Solar System Can Be More Than Just "Stamp Collecting"

NASA Astrophysics Data System (ADS)

LoPresto, Michael C.

2017-04-01

While teaching his first-ever introductory college astronomy course, I heard a graduate student make the comment that compared to other areas of astronomy, studying the solar system is just "stamp collecting." Coverage of the solar system in an introductory college astronomy course certainly could consist mostly of showing images and reporting facts, but by using observations that can be made from images and also data and other known facts about the objects, instruction on solar system topics can be more conceptual, involving just as much inquiry and discovery as any area of astronomy or physics.

Incorporating online teaching in an introductory pharmaceutical practice course: a study of student perceptions within an Australian University.

PubMed

Benino, Diana; Girardi, Antonia; Czarniak, Petra

2011-10-01

To examine student perceptions regarding online lectures and quizzes undertaken during a pharmaceutical practice course for first year undergraduate students enrolled in the Bachelor of Pharmacy course at an Australian University. The University uses a standard instrument to collect feedback from students regarding unit satisfaction. Data were collected for three different teaching modalities: traditional face-to-face, online and partially online. Descriptive statistics support that, from a student's perspective, partial online delivery is the preferred teaching methodology for an introductory pharmaceutical practice unit. This study has served to highlight that while there are a few points of significant difference between traditional and online teaching and learning, a combination of the two provides a reasonable avenue for teaching exploration. This result has implications for teaching practice generally, and within the pharmacy discipline, specifically.

Teaching Introductory Business Statistics Using the DCOVA Framework

ERIC Educational Resources Information Center

Levine, David M.; Stephan, David F.

2011-01-01

Introductory business statistics students often receive little guidance on how to apply the methods they learn to further business objectives they may one day face. And those students may fail to see the continuity among the topics taught in an introductory course if they learn those methods outside a context that provides a unifying framework.…

A GeoWall with Physics and Astronomy Applications

NASA Astrophysics Data System (ADS)

Dukes, Phillip; Bruton, Dan

2008-03-01

A GeoWall is a passive stereoscopic projection system that can be used by students, teachers, and researchers for visualization of the structure and dynamics of three-dimensional systems and data. The type of system described here adequately provides 3-D visualization in natural color for large or small groups of viewers. The name ``GeoWall'' derives from its initial development to visualize data in the geosciences.1 An early GeoWall system was developed by Paul Morin at the electronic visualization laboratory at the University of Minnesota and was applied in an introductory geology course in spring of 2001. Since that time, several stereoscopic media, which are applicable to introductory-level physics and astronomy classes, have been developed and released into the public domain. In addition to the GeoWall's application in the classroom, there is considerable value in its use as part of a general science outreach program. In this paper we briefly describe the theory of operation of stereoscopic projection and the basic necessary components of a GeoWall system. Then we briefly describe how we are using a GeoWall as an instructional tool for the classroom and informal astronomy education and in research. Finally, we list sources for several of the free software media in physics and astronomy available for use with a GeoWall system.

Development and calibration of a concept inventory to measure introductory college astronomy and physics students' understanding of Newtonian gravity

NASA Astrophysics Data System (ADS)

Williamson, Kathryn Elizabeth

The topic of Newtonian gravity offers a unique vantage point from which to investigate and encourage conceptual change because it is something with which everyone has daily experience, and because it is taught in two courses that reach a wide variety of students - introductory-level college astronomy ("Astro 101") and physics ("Phys 101"). Informed by the constructivist theory of learning, this study characterizes and measures Astro 101 and Phys 101 students' understanding of Newtonian gravity within four conceptual domains - Directionality, Force Law, Independence of Other Forces, and Threshold. A phenomenographic analysis of Astro 101 student-supplied responses to open-ended questions about gravity results in the characterization of students' alternative mental models and misapplications of the scientific model. These student difficulties inform the development of a multiple-choice assessment instrument, the Newtonian Gravity Concept Inventory (NGCI). Classical Test Theory (CTT) statistics, student interviews, and expert review show that the NGCI is a reliable and valid tool for assessing both Astro 101 and Phys 101 students' understanding of gravity. Furthermore, the NGCI can provide extensive and robust information about differences between Astro 101 and Phys 101 students and curricula. Comparing and contrasting the Astro 101 and Phys 101 CTT values and student response patterns shows qualitative differences in each of the four conceptual domains. Additionally, performing an Item Response Theory (IRT) analysis of NGCI student response data calibrates item parameters for all Astro 101 and Phys 101 courses and provides Newtonian gravity ability estimates for each student. Physics students show significantly higher pre-instruction and post-instruction IRT abilities than astronomy students, but they show approximately equal gains. To investigate the differential effect of Astro 101 compared to Phys 101 curricula on students' overall post-instruction Newtonian

Teaching students about informatics and astronomy using real data for detection of asteroids

NASA Astrophysics Data System (ADS)

Boldea, A. L.; Vaduvescu, O.

2017-09-01

In this paper we approach the astronomy teaching process for students in computer sciences through a controlled investigation method using real astronomical data, including data reduction and quality control of the astrometry of near-Earth asteroids. The method used data collected on the Isaac Newton Telescope located at the ORM observatory on the island of La Palma in the Spanish Canary Islands and was successfully tested with a group of students in their second year of study.

I'll Tell You What You Think: An Exercise in Pseudoscience Debunking in an Introductory Astronomy Course

NASA Astrophysics Data System (ADS)

Caton, Dan

2013-11-01

At Appalachian State University students have to take just two semesters of a physical or biological science to satisfy the general education requirements. Most non-science major students have little time in their crowded schedules to take additional science courses, whether they want to or not, and in fact face a surcharge when taking more courses than needed to graduate. Given this environment, it is essential that we cover more than just the basics of one particular discipline, like astronomy in my case. We should teach something about the overall philosophy of science, the scientific method, and the importance of science in our lives.

Using Tide Data in Introductory Classes

ERIC Educational Resources Information Center

De Jong, Marvin L.

2006-01-01

Oceantides are not typically high in our consciousness here in Missouri, but in teaching astronomy and physical science the subject always comes up, and teachers of physical science and astronomy are all quite familiar with the textbook explanations. Our goal here is not to explain tides but to make some suggestions about how, on their own,…

Computers in Astronomy: Astronomy on an Apple Macintosh.

ERIC Educational Resources Information Center

Mosley, John E.

1987-01-01

Presents a review of computer programs written for the Apple Macintosh computer that teach astronomy. Reviews general programs, along with some which deal more specifically with sky travel, star charting, the solar system, Halley's Comet, and stargazing. Includes the name and address of each producer. (TW)

Activities Joining Learning Objectives to Assessments in Introductory Astronomy

NASA Astrophysics Data System (ADS)

Palen, Stacy E.; Larson, Ana M.

2015-01-01

In recent years, accreditation boards and other governing bodies have been pushing hard for explicit learning goals and quantitative measures of assessment for general education courses such as Astronomy 101. This added assessment burden can be problematic, especially for harried adjuncts teaching multiple courses at multiple institutions. It would be helpful to have a field-tested set of combined hands-on activities and assessment tools that help instructors meet these assessment requirements. The authors have produced just such a set. We have been using hands-on activities in our classrooms for more than 15 years. These activities require no special equipment or preparation and can be completed within an hour by most students working in groups of two or three. The sections of each activity are arranged in steps, guiding the students from initial knowledge-level questions or practice to a final evaluation or synthesis of what they have just accomplished. Students thus get practice thinking at higher cognitive levels. A recent addition to these activities is the inclusion of formalized learning objectives and accompanying pre- and post-activity questions. The pre-activity questions address common misconceptions, relate familiar analogous terrestrial examples to the activity, and act as a brief refresher meta-concepts like scale factors, measurements, and basic mathematics review. The post-activity questions review the most important concepts introduced in the activity. We present a number of examples as well as a summary as to how we have initiated their use in a large lecture setting of 300 students, in smaller classrooms of 15 students, and in a community college online course.

Teaching of optics and photonics in a college astronomy course

NASA Astrophysics Data System (ADS)

Tremberger, George, Jr.; Flamholz, Alex; Marchese, Paul J.; Lieberman, David H.; Cheung, Tak D.

2004-10-01

Astronomy is among the most popular courses that students select to fulfill their college science requirement at Queensborough Community College, New York City. Recent advances in photonics now enable us to observe celestial objects from extrasolar planets to ultra deep space galaxies that are 13 billion light years away. These results are regularly reported in the popular press such as the New York Times and "Sky & Telescope" magazine. We upgraded our astronomy course to keep pace with these advances in optics and photonics. The laboratory hands-on exercises include observations in our observatory using a telescope with digital camera and CCD, spectrum analysis with grating, Java photonics simulation delivered over the Internet, and the use of virtual instruments in optics and photonics written with Labview. Advanced techniques such as interferometry are also included as demonstrations in the laboratory. The scientific principles were demonstrated to them to promote learning by inquiry. As a result of these teaching designs, the students gain a clearer understanding of the optics and photonics basis of the astronomical instrumentation reported in popular articles. The preliminary assessment was encouraging as measured by the number of questions received and the amount of popular press materials that the students brought to the classroom.

Creating and Teaching a Web-Based, University-Level Introductory Chemistry Course that Incorporates Laboratory Exercises and Active Learning Pedagogies

ERIC Educational Resources Information Center

Phipps, Linda R.

2013-01-01

An introductory, nonscience-majors chemistry course was converted to a Web-based course. The differences in student populations, teaching strategies, laboratory methods, and learning outcomes are described. Practical information is also given on the use of software and other online technology to implement course conversion. (Contains 2 tables.)

Teaching Introductory Mineralogy With the GeoWall

NASA Astrophysics Data System (ADS)

Anderson, C. D.; Haymon, R. M.

2003-12-01

Mineralogy, like many topics in Earth Sciences, contains inherently three-dimensional topics that are difficult to teach. Concepts such as crystal symmetry and forms, Miller indices, the polymerization of silica tetrahedra and resulting structures of silicate mineral groups, and the interaction of light and minerals are particularly difficult. Two-dimensional diagrams are limited in their effectiveness, and physical models, while effective, are expensive and do not work as well in large class settings. The GeoWall system brings the effectiveness of physical models to the large classroom. In Fall 2003, we will integrate the GeoWall into our introductory mineralogy classes at UCSB using a combination of commercial software, atomic structure models available on the web, and custom content created in-house. The commercial software SHAPE (www.shapesoftware.com) allows users to build and display crystal shapes and their symmetry. Though not designed for the GeoWall, the software's stereopair display mode works perfectly on the system. Using the Chime web browser plug-in (www.mdl.com), computer models of silicate minerals available from the Virtual Museum of Minerals and Molecules (www.soils.umn.eduvirtual_museum) provide an interactive display of silicate mineral structure that illustrates the tetrahedral framework. Again, while not developed for the GeoWall, the Chime plug-in works seamlessly with the GeoWall hardware. 3-D GeoWall images that display light paths through minerals, and reveal relationships between crystal symmetry and optical indicatrix properties, have been developed in-house using a combination of SHAPE and 3D modeling software. The 3-D GeoWall images should convey in an instant these difficult concepts that students historically have struggled to visualize. Initial assessment of the GeoWall's effectiveness as a mineralogy teaching aid at UCSB in Fall 2003 will come from the instructor's impressions and by comparing test scores with classes from

Incorporating online teaching in an introductory pharmaceutical practice course: a study of student perceptions within an Australian University

PubMed Central

Benino, Diana; Girardi, Antonia; Czarniak, Petra

Objective To examine student perceptions regarding online lectures and quizzes undertaken during a pharmaceutical practice course for first year undergraduate students enrolled in the Bachelor of Pharmacy course at an Australian University. Methods The University uses a standard instrument to collect feedback from students regarding unit satisfaction. Data were collected for three different teaching modalities: traditional face-to-face, online and partially online. Results Descriptive statistics support that, from a student's perspective, partial online delivery is the preferred teaching methodology for an introductory pharmaceutical practice unit. Conclusions This study has served to highlight that while there are a few points of significant difference between traditional and online teaching and learning, a combination of the two provides a reasonable avenue for teaching exploration. This result has implications for teaching practice generally, and within the pharmacy discipline, specifically. PMID:24198864

How Killer Black Holes Saved Astronomy

NASA Astrophysics Data System (ADS)

Ribaudo, Joseph

2018-01-01

Searching for a way to enhance the student learning experience in my physics and astronomy courses, several years ago I started integrating popular and historical science readings into my traditional, textbook-centric curriculum. In this talk I will outline the benefits and flexibility associated with this curricular design choice and highlight the variety of courses where I have successfully implemented this approach. I will also mention some of the challenges I have encountered and what, if any, solutions I have identified. In particular, I will discuss the process of adopting Neil deGrasse Tyson's Death by Black Hole in my introductory astronomy course and the dramatic impact this change has had on the course experience, for both the students and the instructor.

Integrating Sociological Research into Large Introductory Courses: Learning Content and Increasing Quantitative Literacy

ERIC Educational Resources Information Center

Atkinson, Maxine P.; Czaja, Ronald F.; Brewster, Zachary B.

2006-01-01

Sociologists can make meaningful contributions to quantitative literacy by teaching sociological research skills in sociology classes, including introductory courses. We report on the effectiveness of requiring a research module in a large introductory class. The module is designed to teach both basic research skills and to increase awareness of…

Audiovisual Aids for Astronomy and Space Physics at an Urban College

ERIC Educational Resources Information Center

Moche, Dinah L.

1973-01-01

Discusses the use of easily available audiovisual aids to teach a one semester course in astronomy and space physics to liberal arts students of both sexes at Queensborough Community College. Included is a list of teaching aids for use in astronomy instruction. (CC)

Final Results from a Large-Scale National Study of General Education Astronomy Students' Learning Difficulties with Cosmology

NASA Astrophysics Data System (ADS)

Wallace, Colin; Prather, Edward; Duncan, Douglas

2011-10-01

We recently completed a large-scale, systematic study of general education introductory astronomy students' conceptual and reasoning difficulties related to cosmology. As part of this study, we analyzed a total of 4359 surveys (pre- and post-instruction) containing students' responses to questions about the Big Bang, the evolution and expansion of the universe, using Hubble plots to reason about the age and expansion rate of the universe, and using galaxy rotation curves to infer the presence of dark matter. We also designed, piloted, and validated a new suite of five cosmology Lecture-Tutorials. We found that students who use the new Lecture-Tutorials can achieve larger learning gains than their peers who did not. This material is based in part upon work supported by the National Science Foundation under Grant Nos. 0833364 and 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Final Results from a Large-Scale National Study of General Education Astronomy Students’ Learning Difficulties with Cosmology

NASA Astrophysics Data System (ADS)

Wallace, Colin Scott; Prather, E. E.; Duncan, D. K.; Collaboration of Astronomy Teaching Scholars CATS

2012-01-01

We recently completed a large-scale, systematic study of general education introductory astronomy students’ conceptual and reasoning difficulties related to cosmology. As part of this study, we analyzed a total of 4359 surveys (pre- and post-instruction) containing students’ responses to questions about the Big Bang, the evolution and expansion of the universe, using Hubble plots to reason about the age and expansion rate of the universe, and using galaxy rotation curves to infer the presence of dark matter. We also designed, piloted, and validated a new suite of five cosmology Lecture-Tutorials. We found that students who use the new Lecture-Tutorials can achieve larger learning gains than their peers who did not. This material is based in part upon work supported by the National Science Foundation under Grant Nos. 0833364 and 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Forum: Crafting the Introductory Course in Religious Studies

ERIC Educational Resources Information Center

McCutcheon, Russell T.; Hollander, Aaron T.; Durdin, Andrew F.; Gardner, Kelli A.; Miller, Adam T.; Crews, Emily D.

2016-01-01

This series of short essays considers the complex choices and decision-making processes of instructors preparing to teach, and continuing to teach, introductory courses in religious studies. In a paper originally presented in the University of Chicago's "The Craft of Teaching in the Academic Study of Religion" series, Russell McCutcheon…

Rescuing Middle School Astronomy

NASA Astrophysics Data System (ADS)

Mayo, L. A.; Janney, D.

2010-12-01

There is a crisis in education at the middle school level (Spellings, 2006). Recent studies point to large disparities in middle school performance in schools with high minority populations. The largest disparities exist in areas of math and science. Astronomy has a universal appeal for K-12 students but is rarely taught at the middle school level. When it is taught at all it is usually taught in isolation with few references in other classes such as other sciences (e.g. physics, biology, and chemistry), math, history, geography, music, art, or English. The problem is greatest in our most challenged school districts. With scores in reading and math below national averages in these schools and with most state achievement tests ignoring subjects like astronomy, there is little room in the school day to teach about the world outside our atmosphere. Add to this the exceedingly minimal training and education in astronomy that most middle school teachers have and it is a rare school that includes any astronomy teaching at all. In this presentation, we show how to develop and offer an astronomy education training program for middle school teachers encompassing a wide range of educational disciplines that are frequently taught at the middle school level. The prototype for this program was developed and launched in two of the most challenged and diverse school systems in the country; D.C. Public Schools, and Montgomery County (MD) Public Schools.

Use of tactile materials for Astronomy teaching for visually- and hearing- impaired public schools in Minas Gerais

NASA Astrophysics Data System (ADS)

Paganotti, A.; Reis, C.; Voelzke, M. R.

2017-12-01

This work deals with the use of tactile materials as a pedagogical tool for the teaching of Astronomy, and this material was used in a didactic activity with 44 students of the public elementary school in Minas Gerais. A visually impaired student and another hearing impaired participated, being these the focus of the research. With the tactile visual material elaborated, the objective was to develop themes such as phases of the Moon, eclipses and Solar System. Two questionnaires were applied and revealed an improvement in the concepts related to Astronomy and in the socialization of disabled students with the group after the didactic activity.

White supremacism and Islamic astronomy in history of astronomy texts from the eighteenth century to the present day

NASA Astrophysics Data System (ADS)

Lockard, Joe

2018-04-01

This paper reviews manifestations of racism in European and American histories of Arab and Persian astronomy from the eighteenth century to the present day. Its first section discusses representation of Islamic astronomy from Adam Smith to late Victorian writers, particularly tracing ideas of Arab unoriginality and scientific incapacity. The second section first relates the appearance of scientific racism in the early twentieth-century historiography of astronomy, then how the rise of scientifically and linguistically competent scholarship in the latter twentieth century provided much-improved information on Islamic achievements in astronomy. The paper’s conclusion underlines the importance of avoiding ethnic supremacism and integrating research on Islamic astronomy into teaching and publishing on the history of astronomy.

An evaluation of teaching methods in the introductory physics classroom

NASA Astrophysics Data System (ADS)

Savage, Lauren Michelle Williams

The introductory physics mechanics course at the University of North Carolina at Charlotte has a history of relatively high DFW rates. In 2011, the course was redesigned from the traditional lecture format to the inverted classroom format (flipped). This format inverts the classroom by introducing material in a video assigned as homework while the instructor conducts problem solving activities and guides discussions during the regular meetings. This format focuses on student-centered learning and is more interactive and engaging. To evaluate the effectiveness of the new method, final exam data over the past 10 years was mined and the pass rates examined. A normalization condition was developed to evaluate semesters equally. The two teaching methods were compared using a grade distribution across multiple semesters. Students in the inverted class outperformed those in the traditional class: "A"s increased by 22% and "B"s increased by 38%. The final exam pass rate increased by 12% under the inverted classroom approach. The same analysis was used to compare the written and online final exam formats. Surprisingly, no students scored "A"s on the online final. However, the percent of "B"s increased by 136%. Combining documented best practices from a literature review with personal observations of student performance and attitudes from first hand classroom experience as a teaching assistant in both teaching methods, reasons are given to support the continued use of the inverted classroom approach as well as the online final. Finally, specific recommendations are given to improve the course structure where weaknesses have been identified.

On the outside Teaching in: Using Internet Video-Conferencing to Instruct an Introductory Sociology Course from a Remote Location

ERIC Educational Resources Information Center

Koeber, Charles; Wright, David W.

2008-01-01

This study uses a quasi-experiment to evaluate the effectiveness of Internet videoconferencing technology. The instructor used a laptop, webcam, high-speed DSL connection, and Polycom[TM] Viewstation to teach a course unit of introductory sociology from a remote location to an experimental group of students in a large multimedia classroom. The…

CMSC-130 Introductory Computer Science, Lecture Notes

DTIC Science & Technology

1993-07-01

Introductory Computer Science lecture notes are used in the classroom for teaching CMSC 130, an introductory computer science course , using the ...Unit Testing 2. The Syntax Of Subunits Will Be Studied In The Subsequent Course CMSC130 -5- Lecture 11 TOP-DOWN TESTING Data Processor Procedure...used in the preparation of these lecture notes: Reference Manual For The Ada Prosramming Language, ANSI/MIL-STD

Introducing Multimedia Presentations and a Course Website to an Introductory Sociology Course: How Technology Affects Student Perceptions of Teaching Effectiveness

ERIC Educational Resources Information Center

Koeber, Charles

2005-01-01

I use a quasi-experiment and follow-up questionnaire to ascertain the effects of PowerPoint multimedia presentations and a Blackboard course website on the course grades and perceptions of teaching effectiveness of introductory sociology students. Results of t-tests showed no statistically significant difference in course grades between…

Focusing on the Processes of Science Using Inquiry-oriented Astronomy Labs for Learning Astronomy

NASA Astrophysics Data System (ADS)

Speck, Angela; Ruzhitskaya, L.; Whittington, A.; Witzig, S.

2010-01-01

The U.S. National Science Education Standards provide guidelines for teaching science through inquiry, where students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills. Inquiry activities include reading scientific literature, generating hypotheses, designing and carrying out investigations, interpreting data, and formulating conclusions. Inquiry-based instruction emphasizes questions, evidence, and explanation, the essential features of inquiry. We present two projects designed to develop learning materials for laboratory experiences in an undergraduate astronomy course. First, we engage students in inquiry-based learning by using "mini-journal” articles that follow the format of a scientific journal article, including a title, authors, abstract, introduction, methods, results, discussion and citations to peer-reviewed literature. The mini-journal provides a scaffold and serves as a springboard for students to develop and carry out their own follow-up investigation. They then present their findings in the form of their own mini-journal. This mini-journal format more directly reflects and encourages scientific practice. We use this technique in both introductory and upper level courses. The second project develops 3D virtual reality environments to help students interact with scientific constructs, and the use of collaborative learning tools to motivate student activity, deepen understanding and support knowledge building.

Master Teaching Experiences for Introductory Psychology.

ERIC Educational Resources Information Center

Bartz, Wayne R., Ed.

Twenty-two classroom activities appropriate for college introductory psychology classes are presented. The activities require from one to four classroom sessions and introduce a variety of psychology concepts, including description, prediction, and control; research methodology; learning and memory; need for achievement; perception and creativity;…

Redesigning a Large Introductory Course to Incorporate the GAISE Guidelines

ERIC Educational Resources Information Center

Woodard, Roger; McGowan, Herle

2012-01-01

In 2005, the "Guidelines for Assessment and Instruction in Statistics Education" (GAISE) college report described several recommendations for teaching introductory statistics. This paper discusses how a large multi-section introductory course was redesigned in order to implement these recommendations. The experience described discusses…

Astronomy Activities.

ERIC Educational Resources Information Center

Greenstone, Sid

This document consists of activities and references for teaching astronomy. The activities (which include objectives, list of materials needed, and procedures) focus on: observing the Big Dipper and locating the North Star; examining the Big Dipper's stars; making and using an astrolabe; examining retograde motion of Mars; measuring the Sun's…

Teaching Astronomy and Astrophysics online at the Valencian International University

NASA Astrophysics Data System (ADS)

Fuster-Garcia, E.; Diago, P. D.; Martínez, V. J.

2011-11-01

In the last decade, the development of information and communication technologies (ICTs) has imply a significant change in the traditional distance learning and specifically in e-learning. The new tools developed are consolidating the online learning modality at the university level all over the world and in all disciplines.In this study, we present the case of the Master of Astronomy and Astrophysics which is running from 2010 in the Valencian International University (http://www.viu.es). Unlike other more consolidated distance universities in Spain, the teaching method which has opted in this case includes an element of presence via webcam. This method could be considered as a kind of blended learning, combining the advantages of traditional e-learning with the humanity of personal and direct contact with the students.The results of participation in the master beyond the initial expectations with 37 students enrolled, of which approximately 80% were Spanish and the other 20% were mostly from Latin American countries. The feedback provided by students in the first months of teaching appreciates favorably the presence component, while casting doubt on the usefulness of certain tools traditionally used in the field of e-learning.

Teaching Astronomy and Computation with Gaia: A New Curriculum for an Extra-curricular High School Program

NASA Astrophysics Data System (ADS)

Schwab, Ellianna; Faherty, Jacqueline K.; Barua, Prachurjya; Cooper, Ellie; Das, Debjani; Simone-Gonzalez, Luna; Sowah, Maxine; Valdez, Laura; BridgeUP: STEM

2018-01-01

BridgeUP: STEM (BridgeUP) is a program at the American Museum of Natural History (AMNH) that seeks to empower women by providing early-career scientists with research fellowships and high-school aged women with instruction in computer science and algorithmic methods. BridgeUP achieves this goal by employing post-baccalaureate women as Helen Fellows, who, in addition to conducting their own scientific research, mentor and teach high school students from the New York City area. The courses, targeted at early high-school students, are designed to teach algorithmic thinking and scientific methodology through the lens of computational science. In this poster we present the new BridgeUP astronomy curriculum created for 9th and 10th grade girls.The astronomy course we present is designed to introduce basic concepts as well as big data manipulation through a guided exploration of Gaia (DR1). Students learn about measuring astronomical distances through hands-on lab experiments illustrating the brightness/distance relationship, angular size calculations of the height of AMNH buildings, and in-depth Hertzsprung-Russell Diagram activities. Throughout these labs, students increase their proficiency in collecting and analyzing data, while learning to build and share code in teams. The students use their new skills to create color-color diagrams of known co-moving clusters (Oh et al. 2017) in the DR1 dataset using Python, Pandas and Matplotlib. We discuss the successes and lessons learned in the first implementation of this curriculum and show the preliminary work of six of the students, who are continuing with computational astronomy research over the current school year.

The Interactive Planetarium: Student-led Investigations of Naked-Eye Astronomy and Planetary Motion

NASA Astrophysics Data System (ADS)

Rice, Emily L.; McCrady, N.

2007-12-01

We have developed a set of interactive, learner-centered planetarium lab activities for the introductory astronomy course for non-majors at UCLA. A planetarium is ideal for the visualization of the celestial sphere as a 2D projection in 3D space and for the direct spatial simulation of geometric relationships. These concepts are fundamental to content areas frequently covered in introductory courses but are notoriously difficult for non-specialists. Opportunities for engaging students in actively learning content and process skills are limited in the traditional "sky show” approach typically employed in a planetarium setting. The novel aspect of our activities is that they actively engage students in learning: students make predictions, design observational tests, and direct the motion of the planetarium sky in order to evaluate their hypotheses. We have also developed complementary, kinesthetic lab activities that take place outside the planetarium with overlapping content and process goals. Several hundred schools, colleges, and universities across the country have immediate access to a planetarium as a classroom, and our method represents a novel way to use the planetarium as interactive lab equipment in college-level introductory astronomy courses.

Modern Gravitational Lens Cosmology for Introductory Physics and Astronomy Students

ERIC Educational Resources Information Center

Huwe, Paul; Field, Scott

2015-01-01

Recent and exciting discoveries in astronomy and cosmology have inspired many high school students to learn about these fields. A particularly fascinating consequence of general relativity at the forefront of modern cosmology research is gravitational lensing, the bending of light rays that pass near massive objects. Gravitational lensing enables…

Moments of astronomy education in Bucharest

NASA Astrophysics Data System (ADS)

Rusu, Mircea V.; Stavinschi, Magda

2008-09-01

Selection from past astronomy education, activities, textbooks and curricula will be presented. Didactic aspects and comparison with physics education will be exemplified. The astronomy/science education along the time in Romania was roughly divided in four directions: very broad information texts for everybody, popular science, school textbooks, science fictions and astronomy/science literature, and exemplified using original texts. All categories were intended to extend literacy in science, but in different ways. The trends for different periods were outlined. The teaching of astronomy and astrophysics in high school and universities, with special attention to the Faculty of Physic from University of Bucharest are presented. Suggestions for future improvement of both related fields, physics and astronomy, will be one of the outcomes of our communication.

Teaching Introductory Chemistry with Videocassette Presentations.

ERIC Educational Resources Information Center

Enger, John; And Others

Reported here is the development and evaluation of an extensive series of video-cassette presentations developed for introductory chemical education. In measures of course achievement, students instructed by the video-cassette-discussion format received higher average scores than those taught by live lecture methods. A survey showed that the…

Different Reward Structures to Motivate Student Interaction with Electronic Response Systems in Astronomy

NASA Astrophysics Data System (ADS)

Len, Patrick M.

Electronic response systems ("clickers") are used in introductory astronomy classes as a real-time assessment tool. Different reward structures for student responses to clicker questions are used to motivate individual participation or group collaboration before responding. The impact of two reward structures on student behavior and learning is investigated. This study finds that a success-bonus incentive (in which individual participation points are doubled when the class attains a threshold success rate) strongly motivated students to collaborate, whereas a participation-only credit (no success-bonus) incentive resulted in one-third of the students answering individually without collaboration. With a participation-only incentive, students who answered individually ("self-testers") were found to have more positive attitudes toward astronomy and science, and higher self-confidence in their learning than students who interacted before answering without a success-bonus incentive ("collaborators"). These collaborators experienced downward shifts in attitudes and self-confidence, in contrast to the static attitudes and self-confidence of self-testers. The implication is that students with little or no background in science prefer to answer collaboratively rather than independently and that these students are also negatively impacted by a one-semester introductory astronomy course.

Astronomy Education Materials Resource Guide. Third Edition.

ERIC Educational Resources Information Center

Sunal, Dennis W., Ed.; Demchik, V. Carol, Ed.

Providing children and adults with appropriate learning experiences in astronomy is partly dependent upon having materials available with which to teach. This document attempts to provide a systematic approach to the dissemination of astronomy education materials which were not commercially developed and thus have not been widely distributed. This…

Designing flexible instructional space for teaching introductory physics with emphasis on inquiry and collaborative active learning

NASA Astrophysics Data System (ADS)

Bykov, Tikhon

2010-03-01

In recent years McMurry University's introductory physics curriculum has gone through a series of significant changes to achieve better integration of traditional course components (lecture/lab/discussion) by means of instructional design and technology. A system of flexible curriculum modules with emphasis on inquiry-based teaching and collaborative active learning has been introduced. To unify module elements, a technology suite has been used that consists of Tablet PC's and software applications including Physlets, tablet-adapted personal response system, PASCO data acquisition systems, and MS One-note collaborative writing software. Adoption of the new teaching model resulted in reevaluation of existing instructional spaces. The new teaching space will be created during the renovation of the McMurry Science Building. This space will allow for easy transitions between lecture and laboratory modes. Movable partitions will be used to accommodate student groups of different sizes. The space will be supportive of small peer-group activities with easy-to-reconfigure furniture, multiple white and black board surfaces and multiple projection screens. The new space will be highly flexible to account for different teaching functions, different teaching modes and learning styles.

Astronomy in Iraq

NASA Astrophysics Data System (ADS)

Alsabti, A. W.

2006-08-01

The history of modern Iraqi astronomy is reviewed. During the early 1970's Iraqi astronomy witnessed significant growth through the introduction of the subject at university level and extensively within the school curriculum. In addition, astronomy was popularised in the media, a large planetarium was built in Baghdad, plus a smaller one in Basra. Late 1970 witnessed the construction of the Iraqi National Observatory at Mount Korek in Iraqi Kurdistan. The core facilities of the Observatory included 3.5-meter and 1.25-meter optical telescopes, and a 30-meter radio telescope for millimetre wavelength astronomy. The Iraqi Astronomical Society was founded and Iraq joined the IAU in 1976. During the regime of Saddam Hussain in the 1980's, the Observatory was attacked by Iranian artillery during the Iraq-Iran war, and then again during the second Gulf war by the US air force. Years of sanctions during the 1990's left Iraq cut off from the rest of the international scientific community. Subscriptions to astronomical journals were halted and travel to conferences abroad was virtually non-existent. Most senior astronomers left the country for one reason or another. Support from expatriate Iraqi astronomers existed (and still exists) however, this is not sufficient. Recent changes in Iraq, and the fall of Saddam's regime, has meant that scientific communication with the outside world has resumed to a limited degree. The Ministry of Higher Education in Baghdad, Baghdad University and the Iraqi National Academy of Science, have all played active roles in re-establishing Iraqi astronomy and re-building the damaged Observatory at Mount Korek. More importantly the University of Sallahudin in Erbil, capital of Iraqi Kurdistan, has taken particular interest in astronomy and the Observatory. Organized visits to the universities, and also to the Observatory, have given us a first-hand assessment of the scale of the damage to the Observatory, as well as the needs of astronomy teaching

Introducing Interactive Teaching Styles into Astronomy Lectures

NASA Astrophysics Data System (ADS)

Deming, G. L.

1997-12-01

The majority of undergraduate students who take an astronomy class are non-science majors attempting to satisfy a science requirement. Often in these "scientific literacy" courses, facts are memorized for the exam and forgotten shortly afterwards. Scientific literacy courses should advance student skills toward processing information and applying higher order thinking rather than simple recall and memorization of facts. Thinking about material as it is presented, applying new knowledge to solve problems, and thinking critically about topics are objectives that many astronomy instructors hope their students are achieving. A course in astronomy is more likely to achieve such goals if students routinely participate in their learning. Interactive techniques can be quite effective even in large classes. Examples of activities are presented that involve using cooperative learning techniques, writing individual and group "minute papers," identifying and correcting misconceptions, including the whole class in a demonstration, and applying knowledge to new situations.

Astronomy Instruction at a Two-year Technical College

NASA Astrophysics Data System (ADS)

Sirola, C. J.

2000-12-01

Over half of all students now begin their college careers at two-year institutions (technical colleges, junior colleges, vocational schools, etc.). This shift in student demographics has broad implications for college-level science instruction, including astronomy instruction. We compare astronomy instruction at two-year institutions to that at traditional four-year universities. A typical two-year school like Tri-County Technical College profers challenges not typically faced by research universities such as lack of research funding, little equipment or facilities, and a generally lower level of student ability. Conversely, a Tri-County Tech offers opportunities such as extensive training in teaching methodologies, a wide range of student demographics, and small classroom sizes. Our students are rarely interested in astronomy as a major, but instead take astronomy to fulfill other major requirements or to ensure the transfer of science credits to four-year universities. We present several examples of astronomy instruction at Tri-County Technical College and discuss our philosophy of teaching in a post-secondary environment whose enrollment is on the rise.

Elementary astronomy

NASA Astrophysics Data System (ADS)

Fierro, J.

2006-08-01

In developing nations such as Mexico, basic science education has scarcely improved. There are multiple reasons for this problem; they include poor teacher training and curricula that are not challenging for students. I shall suggest ways in which astronomy can be used to improve basic education, it is so attractive that it can be employed to teach how to read and write, learn a second language, mathematics, physics, as well as geography. If third world nations do not teach science in an adequate way, they will be in serious problems when they will try to achieve a better standard of living for their population. I shall also address informal education, it is by this means that most adults learn and keep up to date with subjects that are not their specialty. If we provide good outreach programs in developing nations we can aid adult training; astronomy is ideal since it is particularly multidisciplinary. In particular radio and television programs are useful for popularization since they reach such wide audiences.

Astronomy and Mathematics Education

NASA Astrophysics Data System (ADS)

Ros, Rosa M.

There are many European countries where Astronomy does not appear as a specific course on the secondary school. In these cases Astronomy content can be introduced by means of other subjects. There are some astronomical topics within the subject of Physics but this talk concerns introducing Astronomy in Mathematics classes. Teaching Astronomy through Mathematics would result in more exposure than through Physics as Mathematics is more prevalent in the curriculum. Generally it is not easy to motivate students in Mathematics but they are motivated to find out more about the universe and Astronomy current events than appears in the media. This situation can be an excellent introduction to several mathematics topics. The teachers in secondary and high school can use this idea in order to present more attractive mathematics courses. In particular some different examples will be offered regarding * Angles and spherical coordinates considering star traces * Logarithms and visual magnitudes * Plane trigonometry related orbital movements * Spherical trigonometry in connection with ecliptic obliquity * Conic curves related to sundial at several latitudes Some students do not enjoy studying Mathematics but they can be attracted by practical situations using Applied Mathematics: Astronomy is always very attractive to teenagers.

Changes in Preservice Teacher Attitudes toward Astronomy within a Semester-Long Astronomy Instruction and Four-Year-Long Teacher Training Programme

ERIC Educational Resources Information Center

Ucar, Sedat; Demircioglu, Tuba

2011-01-01

Teachers' attitudes toward science, especially toward astronomy, are considered to be an important aspect of teaching and learning astronomy in school. Research findings to date remain inconclusive as to whether attitudes toward science change with the science courses taken or with increasing achievement. Therefore, preservice teacher attitudes…

The Effect of Planetariums on Teaching Specific Astronomy Concepts

NASA Astrophysics Data System (ADS)

Türk, Cumhur; Kalkan, Hüseyin

2015-02-01

This study aimed to determine students' knowledge levels related to specific astronomy concepts and the effect of a planetarium environment on teaching. The study sample included seventh-grade (12-13 years old) students. For this purpose, 240 students of various socioeconomic and cultural levels from six schools (two in the city center, two in the districts and two in the villages) were enrolled in the study. The pretest-posttest control group quasi-experimental design was used in the study. The experimental and control groups were generated by random assignment. The "Solar System and Beyond" unit was selected. In the experimental group, the unit was taught with the use of a planetarium environment, whereas the same unit was taught to the control group students in a classroom environment. A test consisting of 14 multiple-choice questions was used as the pretest and posttest at the beginning and end of the unit. The data obtained were evaluated using the SPSS 20.0 software package program. The study results showed that teaching astronomical concepts in a planetarium environment was more effective than in a classroom environment. The study also revealed that students in the planetarium-assisted group were more successful in comprehending subjects that require 3D thinking, a reference system, changing the time and observation of periodic motion than those in control group.

Faraday's Principle and Air Travel in the Introductory Labs

ERIC Educational Resources Information Center

Abdul-Razzaq, Wathiq; Thakur, Saikat Chakraborty

2017-01-01

We all know that we must improve the quality of teaching in science at all levels. Not only physicists but also many students from other areas of study take the introductory physics courses in college. Physics introductory laboratories (labs) can be one of the best tools to help these students understand applications of scientific principles that…

Special Session 4: Astronomy Education between Past and Future

NASA Astrophysics Data System (ADS)

de Greve, Jean-Pierre

2010-11-01

The special session aims at discussing an integrated approach of the different efforts to increase and promote the teaching and learning of astronomy in the world, with emphasis on developing countries. To this end, attention will be given to research on education, specifically in the field of physics, to best practices of the use of astronomy in educational systems (specifically in developing countries), and to innovative learning initiatives other than formal education. The Special Session aims also at creating a universal perspective wherein modern (post-Copernican) astronomy will presented as an intellectual cumulus. The objective of the session is to disseminate best practices in teaching and learning activities of astronomy and to give an opportunity to learn about initiatives in different cultural and socio-economic settings. The special session also wants to give food-for-thought and proposals for reflection for an integrative approach, and for optimization processes, to enhance the interest in astronomy and its role as a trigger towards science education in the educational systems, with emphasis on the developing countries. The outcome should be a sensitization of teachers and students alike to the concept of a universal history of astronomy and creation of some reliable source material which can be used as a teaching aid in a culture-specific context. The outcome could be a set of recommendations for future integrated actions, and eventually recommendations on new initiatives, framed into the new decadal policy plan.

A Mixed-Methods Investigation of Preservice Music Teaching Efficacy Beliefs and Commitment to Music Teaching

ERIC Educational Resources Information Center

Prichard, Stephanie

2017-01-01

The purpose of this study was to investigate the music teaching efficacy beliefs and commitment to teaching of preservice music teachers enrolled in an introductory music education course. Also explored was the impact of introductory music education course experiences on preservice music teachers' music teaching efficacy beliefs and commitment to…

Problems facing promotion of astronomy in Arab countries

NASA Astrophysics Data System (ADS)

Osman, Anas M. I.

Promotion of astronomy in Arab countries is facing many scientific and technical problems. Teaching astronomy starts very late in schools, with very simple and limited courses. Many teachers lack a suitable astronomical background, which can lead to incorrect understanding by students of many astronomical ideas and phenomena. Teaching astronomy at higher levels is also very limited, for example: among the 16 universities in Egypt, astronomy is taught in only two faculties of science, just for two years. Graduate students find many difficulties in obtaining jobs related to astronomical activities and this is a serious limitation on the attraction of the study of astronomy. On the other hand, astronomical institutions are suffering from a serious lack of the new sophisticated equipment, while the budget allotted for maintenance is very small, and there is a serious shortage of technical staff. The training of astronomers and technicians is badly needed, since good research work depends on modern technological equipment and the complicated software used in controlling such equipment and in data analysis. Good libraries are needed for promotion of astronomy especially, the Internet facilities available for the staff is very limited. The effects of culture are very clear; many authorities in developing countries believe that astronomy is a luxury. Finally, most of astronomers are engaged with a lot of administration for all matters, so the free time left for science is very limited.

Astronomy for a Better World: IAU OAD Task Force-1 Programs for Advancing Astronomy Education and Research in Universities in Developing Countries

NASA Astrophysics Data System (ADS)

Guinan, Edward; Kolenberg, Katrien

2015-03-01

We discuss the IAU Commission 46 and Office for Astronomy Development (OAD) programs that support advancing Astronomy education and research primarily in universities in developing countries. The bulk of these operational activities will be coordinated through the OAD's newly installed Task Force 1. We outline current (and future) IAU/OAD Task Force-1 programs that promote the development of University-level Astronomy at both undergraduate and graduate levels. Among current programs discussed are the past and future expanded activities of the International School for Young Astronomers (ISYA) and the Teaching Astronomy for Development (TAD) programs. The primary role of the ISYA program is the organization of a three week School for students for typically M.Sc. and Ph.D students. The ISYA is a very successful program that will now be offered more frequently through the generous support of the Kavli Foundation. The IAU/TAD program provides aid and resources for the development of teaching, education and research in Astronomy. The TAD program is dedicated to assist countries that have little or no astronomical activity, but that wish to develop or enhance Astronomy education. Over the last ten years, the ISYA and TAD programs have supported programs in Africa, Asia, Central America and the Caribbean, the Middle East, South East and West Asia, and South America. Several examples are given. Several new programs being considered by OAD Task Force-1 are also discussed. Other possible programs being considered are the introduction of modular Astronomy courses into the university curricula (or improve present courses) as well as providing access to ``remote learning`` courses and Virtual Astronomy labs in developing countries. Another possible new program would support visits of astronomers from technically advanced countries to spend their sabbatical leaves teaching and advising University Astronomy programs in developing countries. Suggestions for new Task Force -1

Item Response Theory Evaluation of the Light and Spectroscopy Concept Inventory National Data Set

ERIC Educational Resources Information Center

Wallace, Colin S.; Chambers, Timothy G.; Prather, Edward E.

2018-01-01

[This paper is part of the Focused Collection on Astronomy Education Research.] This paper presents the first item response theory (IRT) analysis of the national data set on introductory, general education, college-level astronomy teaching using the Light and Spectroscopy Concept Inventory (LSCI). We used the difference between students' pre- and…

Application of E-learning tools for the teaching of Natural Science. A case related to Astronomy

NASA Astrophysics Data System (ADS)

Goldes, G.; Gallino, M.; Britos, D.; Lago, D.; Tavella, G.; Vidal, E.; Morales, S.; Nicotra, M.

The requirements, recent experiences and projections of the application of virtual learning techniques and environments for the teaching of basic sciences at the National University of Córdoba, Argentina, are described. The reasons to still consider basic science E-learning as an institutional vacancy area are discussed. Present activities designed to revert this situation are also discussed. A particular experience about the application of tics as a complementary resource for teaching astronomy at the University is described and discussed on the basis of both strengths and limitations. The organization of E-learning activities at the Faculty of Engineering, Biology and Geology ("Facultad de Ciencias Exactas, Físicas y Naturales") is discussed in some detail.

A Website for Astronomy Education and Outreach

NASA Astrophysics Data System (ADS)

Impey, C.; Danehy, A.

2017-09-01

Teach Astronomy is a free, open access website designed for formal and informal learners of astronomy. The site features: an online textbook complete with quiz questions and a glossary; over ten thousand images; a curated collection of the astronomy articles in Wikipedia; a complete video lecture course; a video Frequently Asked Questions tool; and other materials provided by content partners. Clustering algorithms and an interactive visual interface allow users to browse related content. This article reviews the features of the website and how it can be used.

Freshman Seminars: Interdisciplinary Engagements in Astronomy

NASA Astrophysics Data System (ADS)

Hemenway, M. K.

2006-08-01

The Freshman Seminar program at the University of Texas is designed to allow groups of fifteen students an engaging introduction to the University. The seminars introduce students to the resources of the university and allow them to identify interesting subjects for further research or future careers. An emphasis on oral and written communication by the students provides these first-year students a transition to college-level writing and thinking. Seminar activities include field trips to an art museum, a research library, and the Humanities Research Center rare book collection. This paper will report on two seminars, each fifteen weeks in length. In "The Galileo Scandal" students examine Galileo's struggle with the church (including a mock trial). They perform activities that connect his use of the telescope and observations to astronomical concepts. In "Astronomy and the Humanities" students analyze various forms of human expression that have astronomical connections (art, drama, literature, music, poetry, and science fiction); they perform hands-on activities to reinforce the related astronomy concepts. Evaluation of the seminars indicates student engagement and improvement in communication skills. Many of the activities could be used independently to engage students enrolled in standard introductory astronomy classes.

The Collection of Data for the Research Component of the Internet-Based, ``Doctor of Astronomy'' Professional Degree Program at James Cook University

NASA Astrophysics Data System (ADS)

Millar, W.; White, G. L.; Filipović, M. D.; Hons, A.

2008-06-01

We discuss the means by which students collect, analyze and use original data to fulfill the research component of the Internet-based, professional ``Doctor of Astronomy'' degree, at the James Cook University Centre for Astronomy. We give an example of such data obtained with the 1.9 meter telescope at the South African Astronomical Observatory. We also discuss the use of such data in an introductory level astronomy class at a community college.

Design of the iSTAR International STudy on Astronomy Reasoning

NASA Astrophysics Data System (ADS)

Tatge, Coty B.; Slater, Stephanie J.

2015-01-01

Beginning in 2013, a small international collaborative of discipline-based astronomy education researchers began to build the foundation to start the International STudy on Astronomy Reasoning Project, known simply as iSTAR. The project was a direct result of the inability of existing large international investigations into the learning of science, such as the TIMSS and PISA studies, to provide actionable intelligence on either strengths or weaknesses of astronomy teaching across the world. This is not because those studies were flawed; rather, they focused on the general characteristics of teaching and learning across all sciences. Prior to the iSTAR effort, there has been no systematic effort to measure individual's conceptual astronomy understanding across the globe. The goal of studying a widely dispersed international sample is to identify cultural subpopulations that do not conform to our existing knowledge of student misconceptions, highlighting unexpected cultural or educational practices that hint at alternative, and perhaps more effective, means of instruction. As a first step, we are carefully translating the Test Of Astronomy STandards - TOAST multiple-choice assessment instrument and carefully attending to nuances that occur during the translation process as cultural clues to differences in the teaching and learning of astronomy. We are actively welcoming and seeking international partners in this work through the CAPERteam.com website and at https://www.surveymonkey.com/s/iSTAR-Registration . This project is sponsored and managed by the CAPER Center for Astronomy & Physics Education Research in collaboration with members of the International Astronomical Union-Commission 46.

Teaching Quantum Mechanics on an Introductory Level.

ERIC Educational Resources Information Center

Muller, Rainer; Wiesner, Hartmut

2002-01-01

Presents a new research-based course on quantum mechanics in which the conceptual issues of quantum mechanics are taught at an introductory level. Involves students in the discovery of how quantum phenomena deviate from classical everyday experiences. (Contains 31 references.) (Author/YDS)

Secondary analysis of teaching methods in introductory physics: A 50 k-student study

NASA Astrophysics Data System (ADS)

Von Korff, Joshua; Archibeque, Benjamin; Gomez, K. Alison; Heckendorf, Tyrel; McKagan, Sarah B.; Sayre, Eleanor C.; Schenk, Edward W.; Shepherd, Chase; Sorell, Lane

2016-12-01

Physics education researchers have developed many evidence-based instructional strategies to enhance conceptual learning of students in introductory physics courses. These strategies have historically been tested using assessments such as the Force Concept Inventory (FCI) and the Force and Motion Conceptual Evaluation (FMCE). We have performed a review and analysis of FCI and FMCE data published between 1995 and 2014. We confirm previous findings that interactive engagement teaching techniques are significantly more likely to produce high student learning gains than traditional lecture-based instruction. We also establish that interactive engagement instruction works in many settings, including those with students having a high and low level of prior knowledge, at liberal arts and research universities, and enrolled in both small and large classes.

NASA SMD E/PO Community Addresses the needs of the Higher Ed Community: Introducing Slide sets for the Introductory Earth and Space Science Instructor

NASA Astrophysics Data System (ADS)

Buxner, S.; Meinke, B. K.; Brain, D.; Schneider, N. M.; Schultz, G. R.; Smith, D. A.; Grier, J.; Shipp, S. S.

2014-12-01

The NASA Science Mission Directorate (SMD) Science Education and Public Outreach (E/PO) community and Forums work together to bring the cutting-edge discoveries of NASA Astrophysics and Planetary Science missions to the introductory astronomy college classroom. These mission- and grant-based E/PO programs are uniquely poised to foster collaboration between scientists with content expertise and educators with pedagogy expertise. We present two new opportunities for college instructors to bring the latest NASA discoveries in Space Science into their classrooms. The NASA Science Mission Directorate (SMD) Astrophysics Education and Public Outreach Forum is coordinating the development of a pilot series of slide sets to help Astronomy 101 instructors incorporate new discoveries in their classrooms. The "Astro 101 slide sets" are presentations 5-7 slides in length on a new development or discovery from a NASA Astrophysics mission relevant to topics in introductory astronomy courses. We intend for these slide sets to help Astronomy 101 instructors include new developments (discoveries not yet in their textbooks) into the broader context of the course. In a similar effort to keep the astronomy classroom apprised of the fast moving field of planetary science, the Division of Planetary Sciences (DPS) has developed the Discovery slide sets, which are 3-slide presentations that can be incorporated into college lectures. The slide sets are targeted at the Introductory Astronomy undergraduate level. Each slide set consists of three slides which cover a description of the discovery, a discussion of the underlying science, and a presentation of the big picture implications of the discovery, with a fourth slide includes links to associated press releases, images, and primary sources. Topics span all subdisciplines of planetary science, and sets are available in Farsi and Spanish. The NASA SMD Planetary Science Forum has recently partnered with the DPS to continue producing the

Investigating Introductory Astronomy Students' Perceived Impacts from Participation in Course-Based Undergraduate Research Experiences

ERIC Educational Resources Information Center

Wooten, Michelle M.; Coble, Kim; Puckett, Andrew W.; Rector, Travis

2018-01-01

[This paper is part of the Focused Collection on Astronomy Education Research.] This study investigates students' perceived impacts regarding their participation in course-based undergraduate research experiences (CUREs) in astronomy. Each research experience adopted one or more projects from the Research Based Science Education for Undergraduates…

A comparative study of traditional lecture methods and interactive lecture methods in introductory geology courses for non-science majors at the college level

NASA Astrophysics Data System (ADS)

Hundley, Stacey A.

In recent years there has been a national call for reform in undergraduate science education. The goal of this reform movement in science education is to develop ways to improve undergraduate student learning with an emphasis on developing more effective teaching practices. Introductory science courses at the college level are generally taught using a traditional lecture format. Recent studies have shown incorporating active learning strategies within the traditional lecture classroom has positive effects on student outcomes. This study focuses on incorporating interactive teaching methods into the traditional lecture classroom to enhance student learning for non-science majors enrolled in introductory geology courses at a private university. Students' experience and instructional preferences regarding introductory geology courses were identified from survey data analysis. The information gained from responses to the questionnaire was utilized to develop an interactive lecture introductory geology course for non-science majors. Student outcomes were examined in introductory geology courses based on two teaching methods: interactive lecture and traditional lecture. There were no significant statistical differences between the groups based on the student outcomes and teaching methods. Incorporating interactive lecture methods did not statistically improve student outcomes when compared to traditional lecture teaching methods. However, the responses to the survey revealed students have a preference for introductory geology courses taught with lecture and instructor-led discussions and students prefer to work independently or in small groups. The results of this study are useful to individuals who teach introductory geology courses and individuals who teach introductory science courses for non-science majors at the college level.

Launching Astronomy: Standards and STEM Integration (LASSI)

NASA Astrophysics Data System (ADS)

French, Debbie; Burrows, Andrea C.; Myers, Adam D.

2015-01-01

While astronomy is prevalent in the Next Generation Science Standards, it is often relegated to the '4th nine-weeks' in middle and high school curricula. I.e., it is taught at the end of the year, if time permits. However, astronomy ties in many core ideas from chemistry, earth science, physics, and even biology (with astrobiology being an up-and-coming specialization) and mathematics. Recent missions to Mars have captured students' attention and have added excitement to the fields of engineering and technology. Using astronomy as a vehicle to teach science, technology, engineering, and mathematics (STEM) connects these disciplines in an engaging way. The workshop entitled, 'Launching Astronomy: Standards and STEM Integration,' (LASSI) is a year-long professional development (PD) opportunity for teachers in grades K-12 to use astronomy as a vehicle to teach STEM and implement science standards through astronomy. Eight teachers participated in a two-week summer workshop and six follow-up sessions are scheduled during the 2014-2015 school year. Additional teachers plan to participate in the upcoming follow-up sessions. We evaluate the effectiveness of the LASSI PD to identify and confront teachers' misconceptions in astronomy, and discuss whether teachers identified topics for which astronomy can be used as a vehicle for standards-based STEM curricula. Teachers from around Wyoming were invited to participate. Participating teachers were surveyed on the quality of the workshop, their astronomy content knowledge before and after listening to talks given by experts in the field, conducting standards-based inquiry activities, developing their own lessons, and their level of engagement throughout the workshop. Two-thirds of teachers planned to incorporate LASSI activities into their classrooms in this school year. Teachers' misconceptions and requests for astronomy-based curriculum were identified in the summer session. These will be addressed during the follow-up session

Teaching of Science Through the Seedbed of Astronomy

NASA Astrophysics Data System (ADS)

Moreno Pedraza, L. A.; Salinas Barreto, L. F.

2017-07-01

This astronomy seedbed seeks for different methodologies for the development of lifelong learning; this seedbed works through three lines of field that are: rocketry (work different models to reach an advanced machinery), paper models of probes and space vehicles (looking for the representation of the mechanism and its operation), comets (the study of movement in our solar system). In light of the above this seedbed will achieve a breakthrough in science thanks to this learning based on field projects, with different methodologies of study. For this reason we took into account the design and modeling of structures for the explanation of astronomical trends. Taking into account a school curriculum with research activities in astronomy, astrophysics and aerospace science-oriented from the basic knowledge of astronomy, such as the modeling of the motion of the planets, the model of an immediately propulsion rocket and the representation of the functioning of a black hole. The advances were: in rocketry on February 18 2012, in the municipality of "Villa de Leyva", in honor of the 100th anniversary of the founder of the Dominicans of St Catherine of Siena, was launched a pilot of solid fuel rocket with a payload that reached a height of a thousand meters. The modeling on paper in 2015, in the seedbed of astronomy were different models of rockets, spacecraft and satellites. In order to be able to explain in a simple and didactic way the advances in astronomy of these technological mechanism. Since 2015 the observation camp has taken place using telescopes Smith Cassegrain type. This equipment allow investigators to get photos using color filters, which demonstrate the process of this great event.

Improving student performance in an introductory biology majors course: A social action project in the scholarship of teaching

NASA Astrophysics Data System (ADS)

Chambers, Sara Lang Ketchum

This social action study followed an introductory biology course for a three-year period to determine whether changes in teaching personnel, instructional techniques and reorientation to student-centered learning would impact student performance. The course was redirected from a traditional lecture-laboratory format to one emphasizing active learning inquiry methods. Student retention, achievement, and failure were observed for three years in addition to one year prior, and one year following, the study. The study examined the two semester introductory biology course required of all biology majors and those intending a career in science, medicine or dentistry. During the first semester of the study, the dropout rate decreased from 46% to 21%. Prior to the study, 39% of the students completing the course received a grade of D or F while only 4% received a grade of B or above. During the first semester of the study 14% of the students received a grade of D or F while 46% received a B, B+ or A grade. Similar results were seen in other semesters of the study. A statistical comparison of student retention and performance was carried out using grade data for classes taught by the original faculty, the action study faculty and the post-study faculty. The differences between the original faculty and the action study faculty were statistically significant. Effect size calculations indicated large differences between the action study faculty and the two other faculty groups in terms of student retention, achievement and failure. The results are attributed to both the personnel change and, more significantly, the change in teaching methods and emphasis on student-active learning. Comparison between the pre- and post-study teams showed less dramatic effect sizes than when the action study data were compared with the data from either other team. Nevertheless, the post-study results showed that although the retention rate dropped during the year after the study, the improvement

History of Astronomy in Portugal: Theories, Institutions and Practices

NASA Astrophysics Data System (ADS)

Saraiva, Luis

2014-01-01

In Portugal, throughout its history, astronomy was developed in the context of the mathematical sciences. During the times of Portugal's Maritime Discoveries, astronomical navigation was based on spherical trigonometry, and therefore it was the mathematicians who taught astronomy to the pilots. During the 17th century, basic notions of astronomy were taught in mathematical courses in the University and in the main Jesuit colleges. This tradition continued in the 18th century, so it is no wonder that one of the most influent Portuguese astronomers during this period was the mathematician José Monteiro da Rocha. During the 19th century the new centres of science teaching, as the Polytechnic School in Lisbon, or the Polytechnic Academy in Oporto, developed astronomy teaching and research in the context of the mathematics subjects. The inheritors of these 19th century institutions, respectively the Faculties of Sciences of Lisbon and Oporto, upheld this tradition until the final decades of 20th century and continued to consider astronomy as a subject to be taught in their mathematics departments. This Meeting aims at outlining several perspectives on the history of astronomy in Portugal, particularly analysing its ties with mathematical sciences and astronomy applications. The Meeting is organised by the Museum of Science of the University of Lisbon (MCUL) with CMAF, CMUC, CMUP and the CIUHCT, and is included in CIM events. It is integrated in the commemorations of the International Year of Astronomy (IYA2009).

Just-in-Time Teaching Exercises to Engage Students in an Introductory-Level Dinosaur Course

NASA Astrophysics Data System (ADS)

Guertin, Laura A.; Zappe, Sarah E.; Kim, Heeyoung

2007-12-01

The Just-in-Time Teaching (JiTT) technique allows students to be engaged in course material outside of the classroom by answering web-based questions. The responses are summarized and presented to students in class with a follow-up active learning exercise. College students enrolled in an introductory-level general education geoscience course were surveyed over a two-semester period on their engagement level during lecture and perceived learning of course content. Data show that students are able to reflect on their prior knowledge and construct new knowledge with weekly graded JiTT exercises. Despite increasing and competing pressures outside of the classroom, students reported increased learning and engagement in a course with required weekly assignments.

Conceptual astronomy. II. Replicating conceptual gains, probing attitude changes across three semesters

NASA Astrophysics Data System (ADS)

Zeilik, Michael; Schau, Candace; Mattern, Nancy

1999-10-01

We report on a long-term, large-scale study of a one-semester, conceptually based, introductory astronomy course with data from more than 400 students over three semesters at the University of New Mexico. Using traditional and alternative assessment tools developed for the project, we examined the pre- and postcourse results for Fall 1994, Spring 1995, and Fall 1995. We find our results are robust: novice students show large, positive gains on assessments of conceptual understanding and connected understanding of the knowledge structure of astronomy. We find no relationship between course achievement and completion of prior courses in science or math; we do find a small to moderate relationship between students' science self-image and course achievement. Also, we detect little change over each semester in students' mildly positive incoming attitudes about astronomy and science.

Astronomy Education Under Dark Skies

NASA Astrophysics Data System (ADS)

Cecylia Molenda-Zakowicz, Joanna

2015-08-01

We have been providing professional support for the high school students and the astronomy teachers since 2007. Our efforts include organizing astronomy events that take from several hours, like, e.g., watching the transit of Venus, to several days, like the workshops organized in the framework of the projects 'School Workshops on Astronomy' (SWA) and 'Wygasz'.The SWA and Wygasz workshops include presentations by experts in astronomy and space science research, presentations prepared by students being supervised by those experts, hands-on interactive experience in the amateur astrophotography, various pencil-and-paper exercises, and other practical activities. We pay particular attention to familiarize the teachers and students with the idea and the necessity of protecting the dark sky. The format of these events allows also for some time for teachers to share ideas and best practices in teaching astronomy.All those activities are organized either in the Izera Dark-Sky Park in Poland or in other carefuly selected locations in which the beauty of the dark night sky can be appreciated.

3D Visualization in Elementary Education Astronomy: Teaching Urban Second Graders about the Sun, Earth, and Moon

NASA Astrophysics Data System (ADS)

Isik-Ercan, Zeynep; Kim, Beomjin; Nowak, Jeffrey

This research-in-progress hypothesizes that urban second graders can have an early understanding about the shape of Sun, Moon, and Earth, how day and night happens, and how Moon appears to change its shape by using three dimensional stereoscopic vision. The 3D stereoscopic vision system might be an effective way to teach subjects like astronomy that explains relationships among objects in space. Currently, Indiana state standards for science teaching do not suggest the teaching of these astronomical concepts explicitly before fourth grade. Yet, we expect our findings to indicate that students can learn these concepts earlier in their educational lives with the implementation of such technologies. We also project that these technologies could revolutionize when these concepts could be taught to children and expand the ways we think about children's cognitive capacities in understanding scientific concepts.

Examining Physics Graduate Teaching Assistants' Pedagogical Content Knowledge for Teaching a New Physics Curriculum

ERIC Educational Resources Information Center

Seung, Eulsun; Bryan, Lynn A.; Haugan, Mark P.

2012-01-01

In this study, we investigated the pedagogical content knowledge (PCK) that physics graduate teaching assistants (TAs) developed in the context of teaching a new introductory physics curriculum, "Matter and Interactions" ("M&I"). "M&I" is an innovative introductory physics course that emphasizes a unified framework for understanding the world and…

Student Logical Implications and Connections between Symbolic Representations of a Linear System within the Context of an Introductory Linear Algebra Course Employing Inquiry-Oriented Teaching and Traditional Lecture

ERIC Educational Resources Information Center

Payton, Spencer D.

2017-01-01

This study aimed to explore how inquiry-oriented teaching could be implemented in an introductory linear algebra course that, due to various constraints, may not lend itself to inquiry-oriented teaching. In particular, the course in question has a traditionally large class size, limited amount of class time, and is often coordinated with other…

Build-It-Yourself Astronomy.

ERIC Educational Resources Information Center

Lamb, William G.

1983-01-01

Instructions for constructing cross staffs and quadrants are provided. Astronomy teaching methods using the two devices are discussed. These include locating common constellations with the cross staff and following a star (or moon, sun, or planets) by reading the altitude and azimuth with the quadrant. (JN)

Teaching astronomy and astrophysics at the Valencian International University (VIU): Application and use of Virtual Observatory tools

NASA Astrophysics Data System (ADS)

Diago, P. D.; Gutiérrez-Soto, J.; Ruiz, J. E.; Solano, E.

2013-05-01

The Astronomy and Astrophysics Master, running at the Valencian International University (VIU, http://www.viu.es) since march 2010, is a clear example of how development of infor- mation and communication technologies (ICTs) and new e-learning methods are changing the traditional distance learning. In the context of the European Space for Higher Edu- cation (ESHE) we present how the Virtual Observatory (VO) tools can be an important part in the Astronomy and Astrophysics teaching. The described tasks has been carried out during the last three courses. These tasks are representative of the state of the art in Astrophysics research. We attach a description and a learning results list of each one of the presented tasks. The tasks can be downloaded at the Spanish VO website: http://svo.cab.inta-csic.es/docs/index.php?pagename=Education/VOcases

Astronomy as the Leader of Interdisciplinary and Multidisciplinary Sciences (Introductory talk)

NASA Astrophysics Data System (ADS)

Martirosyan, R. M.; Mickaelian, A. M.

2015-07-01

Interdisciplinary and multidisciplinary sciences over the last few decades have become the major booster of science development. The most important discoveries occur just at the intersection of sciences and in collaboration of several fields. There appeared such intermediate fields as mathematical physics, physical chemistry, biophysics, biochemistry, geophysics, etc. In astronomy, astrophysics has long been the main field, and in present archaeoastronomy, astrochemistry, astrobiology, astroinformatics (which is tightly related to virtual observatories) are developing. On the other hand, in recent years many science areas surfeit of research on Earth, more and more use data coming from the Space and are being developed just due to them. It is possible that in the near future, various science areas create Space departments or simply develop their research in close collaboration with astronomers. Interesting discoveries have been made in studies of astronomical topics in various areas of culture; such topics are widely used in folklore, other genres of literature, painting, and architecture. Astronomy has also a leading role in scientific tourism, scientific journalism and in general, dissemination of popular science or public outreach.

Astronomy Education with Movement and Music

NASA Astrophysics Data System (ADS)

Morrow, C. A.

2006-08-01

This paper will address the development of two multi-sensory approaches to astronomy education: 1) Kinesthetic Astronomy - an innovative series of lessons for 6th grade through adult learners that teach basic astronomical concepts through choreographed bodily movements; and 2) AstroJazz - a novel planetarium or auditorium-based public education program that blends live jazz music with astronomical imagery and dramatic insights into the wonders of our universe. The paper will discuss results from field testing these approaches.

Leveraging Conceptual Frameworks to Improve Students' Mental Organization of Astronomy Understanding

NASA Astrophysics Data System (ADS)

Slater, Timothy F.; Lee, K. M.

2006-06-01

Many different types of schematic diagrams are useful in helping students organize and internalize their developing understanding in introductory astronomy courses. These include Venn Diagrams, Flowcharts, Concept Maps, among others, which illustrate the relationships between astronomical objects and dynamic concepts. These conceptual framework diagrams have been incorporated into the NSF-funded ClassAction project. ClassAction is a collection of electronic materials designed to enhance the metacognitive skills of college and university introductory astronomy survey students by promoting interactive engagement and providing rapid feedback in a highly visual setting. The main effort is targeted at creating dynamic think-pair-share questions supported by simulations, animations, and visualizations to be projected in the lecture classroom. The infrastructure allows instructors to recast these questions into alternative forms based on their own pedagogical preferences and feedback from the class. The recourses can be easily selected from a FLASH computer database and are accompanied by outlines, graphics, and numerous simulations which the instructor can use to provide student feedback and, when necessary, remediation. ClassAction materials are publicly available online at URL: http://astro.unl.edu and is funded by NSF Grant #0404988.

Teaching Sustainability in Introductory Physics

NASA Astrophysics Data System (ADS)

Coffey, David

Guiding students to a better understanding of sustainability is a key part of a modern undergraduate education. Since 2014, Warren Wilson College has incorporated a sustainability component into our introductory physics courses. Students perform energy audits and abatement plans for a business or building. In the process, students strengthen their competency with basic physics concepts including energy, power, units, and conservation of energy but also gain an appreciation of the complexity of sustainability as well as the need for quantitative understanding. These courses are taught to mostly undergraduate science majors. The challenges and opportunities of incorporating such a broad and personalized educational component will be discussed.

A smartphone-based introductory astronomy experiment: Seasons investigation

NASA Astrophysics Data System (ADS)

Durelle, Jeremy; Jones, Jennifer; Merriman, Steven; Balan, Aurelian

2017-02-01

Light sensor probes are useful in experiments that investigate seasonal variations and the nature of light. However, having a dedicated light probe is not always possible or even convenient for many instructors. Modern smartphone technology gives instructors the ability to use built-in light sensors as an inexpensive alternative. This introductory experiment will have students use a smartphone loaded with a light detection app to quantitatively determine how changing latitude on Earth changes flux received. The purpose is to have students discover how the different seasons arise from the Earth-Sun system. While performing the experiment and analyzing the data, students will also discover the following important and relevant physical relationships: distance from light source and light brightness (flux), latitude and flux, and Earth's orientation and location (latitude) of maximum flux. By piecing all of these relationships together, students are able to explain the origins of the different seasons based on the data they collected.

Using RSpec in an introductory bright star spectroscopy lab activity

NASA Astrophysics Data System (ADS)

Howe, James; Sitar, David J.

2018-01-01

After presenting at the North Carolina Section of the American Association of Physics Teachers during the fall 2016 meeting, we were encouraged to turn our poster into a paper. This article describes the strengthening of a bright star spectroscopy lab activity for introductory astronomy lab students (AST1002) at Appalachian State University. Explanations of the tools and methods used in the activity are included, particularly the preparation of additional materials using RSpec and calibrated instrument response curves.

Teaching Introductory Statistics Online--Satisfying the Students

ERIC Educational Resources Information Center

Tudor, Gail E.

2006-01-01

This paper describes the components of a successful, online, introductory statistics course and shares students' comments and evaluations of each component. Past studies have shown that quality interaction with the professor is lacking in many online courses. While students want a course that is well organized and easy to follow, they also want to…

Making Space for Specialized Astronomy Resources

NASA Astrophysics Data System (ADS)

MacMillan, D.

2007-10-01

With the growth of both free and subscription-based resources, articles on astronomy have never been easier to find. Locating the best and most current materials for any given search, however, now requires multiple tools and strategies dependent on the query. An analysis of the tools currently available shows that while astronomy is well-served by Google Scholar, Scopus and Inspec, its literature is best accessed through specialized resources such as ADS (Astrophysics Data System). While no surprise to astronomers, this has major implications for those of us who teach information literacy skills to astronomy students and work in academic settings where astronomy is just one of many subjects for which our non-specialist colleagues at the reference desk provide assistance. This paper will examine some of the implications of this analysis for library instruction, reference assistance and training, and library webpage development.

A Multisensory Space to Teach and Learn Astronomy

NASA Astrophysics Data System (ADS)

García, B.; Maya, J.; Mancilla, A.; Pérez Älvarez, S.; Videla, M.; Yelós, D.; Cancio, A.; Broin, D.; Ferrada, R.

2013-09-01

The approach to the Astronomy, their concepts, their findings and the development of the sense of wonder before the comprehension of the natural world is a Human right. The education for inclusion appeals to a range of educational and scientific insights that bring the sky to a palpable and sensitive space by generating specific resources. This work presents the development and implementation of new resources and tools for dissemination of science in general and astronomy in particular, for people with disabilities. The impact in general audiences is also studie.

An assessment of professional development for astronomy and physics faculty: Expanding our vision of how to support faculty's learning about teaching

NASA Astrophysics Data System (ADS)

Olmstead, Alice Rose

In this thesis, we will explore approaches to faculty instructional change in astronomy and physics. We primarily focus on professional development (PD) workshops, which are a central mechanism used within our community to help faculty improve their teaching. Although workshops serve a critical role for promoting more equitable instruction, we rarely assess them through careful consideration of how they engage faculty. To encourage a shift towards more reflective, research-informed PD, we developed the Real-Time Professional Development Observation Tool (R-PDOT), to document the form and focus of faculty's engagement during workshops. We then analyze video-recordings of faculty's interactions during the Physics and Astronomy New Faculty Workshop, focusing on instances where faculty might engage in pedagogical sense-making. Finally, we consider insights gained from our own local, team-based effort to improve a course sequence for astronomy majors. We conclude with recommendations for PD leaders and researchers.

How, precisely, can astronomy be of benefit to anyone?

NASA Astrophysics Data System (ADS)

Jones, Bernard J. T.

2011-06-01

Astronomy as an observational science is technology driven both from the point of view of data acquisition and of data processing and visualisation. Astronomy exploits a very wide base of technologies which are developed, enhanced and extended by users. Consequently, astronomy can return new and enhanced technologies to areas well outside of astronomy itself. My own hi-tech company, Astraguard, a video imaging company, is a small but significant example of that technology return. Astronomy can provide both know-how and people for a diverse variety of areas: security, industrial process control, medical and biological imaging, petrochemicals, databases, and the financial industries to name but a few. It is unfortunate that those who teach astronomy are generally not aware of these possibilities. In this lecture I hope to take a first step towards showing what is possible. I hope to convince the reader that astronomy education, at all levels, can play a significant role in career development outside of astronomy and in higher education in developing countries.

Teaching introductory game development with unreal engine: Challenges, strategies, and experiences

NASA Astrophysics Data System (ADS)

Head, Nicholas A.

also went well with most teams creating a functional project. Students wanted more time to complete projects along with a structured approach to the project. Confidence in game development and the Unreal Engine were not high but students were enthusiastic in continuing in the field of game development. Recommendations were made to the curriculum in order to fix some of the issues with the introductory course and help students find a career. In order to fix the gap between the programming course and the introductory game course, a video game programming course was recommended that focused on teaching students how code works with video game engines. An option to specialize was also recommended in order to see a higher level of understanding on game concepts and a higher level of quality of game projects. Changes to the higher courses were also made for a yearlong course where students would focus on a single project to publish. This would expand on the introductory course while also replicating the game development process.

Promoting instructional change in new faculty: An evaluation of the physics and astronomy new faculty workshop

NASA Astrophysics Data System (ADS)

Henderson, Charles

2008-02-01

An important finding of physics and astronomy education research (PAER) is that traditional, transmission-based instructional approaches are not effective in promoting meaningful student learning. Instead, PAER research suggests that physics and astronomy should be taught using more interactive instructional methods. These ways of teaching require significant changes in the way faculty think about teaching and learning and corresponding changes in their teaching behavior. Although the research base and corresponding pedagogies and strategies are well documented and widely available, widespread changes in physics and astronomy teaching at the college level has yet to occur. The Workshop for New Physics and Astronomy Faculty has been working to address this problem since 1996. This workshop, which is jointly administered by the American Association of Physics Teachers, the American Astronomical Society, and the American Physical Society, has attracted approximately 25% of all new physics and astronomy faculty each year to a four-day workshop designed to introduce new faculty to PAER-based instructional ideas and materials. This paper describes the impact of the Workshop as measured by surveys of Workshop participants and physics and astronomy department chairs. The results indicate that the Workshop is successful in meeting its goals and might be significantly contributing to the spread and acceptance of PAER-based instructional ideas and materials.

Research on the potential use of interactive materials on astronomy education

NASA Astrophysics Data System (ADS)

Voelzke, Marcos Rincon; Macedo, Josue

2016-07-01

This study presents results of a survey conducted at the Federal Institution of Education, Science and Technology in the North of Minas Gerais (IFNMG), and aimed to investigate the potentialities of the use of interactive materials in the teaching of astronomy. An advanced training course with involved learning activities about basic concepts of astronomy was offered to thirty-two Licenciate students in Physics, Mathematics and Biological Sciences, using the mixed methodology, combined with the three pedagogical moments. Among other aspects, the viability of the use of resources was noticed, involving digital technologies and interactive materials on teaching of astronomy, which may contribute to the broadening of methodological options for future teachers and meet their training needs.

An Introductory Exercise for Courses in Birding.

ERIC Educational Resources Information Center

Applegate, James E.

1982-01-01

Introduces a teaching method called guided design which involves a series of problems and solutions with feedback that leads students in a logical sequence through material being taught. Presents 15 worksheets to demonstrate the use of this technique in an introductory ornithology course. (Author/DC)

Physics Education: Effect of Micro-Teaching Method Supported by Educational Technologies on Pre-Service Science Teachers' Misconceptions on Basic Astronomy Subjects

ERIC Educational Resources Information Center

Gurbuz, Fatih

2016-01-01

The purpose of this research study is to explore pre-service science teachers' misconceptions on basic astronomy subjects and to examine the effect of micro teaching method supported by educational technologies on correcting misconceptions. This study is an action research. Semi- structured interviews were used in the study as a data collection…

Universe At Your Fingertips: An Astronomy Activity and Resource Notebook.

ERIC Educational Resources Information Center

Fraknoi, Andrew, Ed.

The goal of this resource notebook is to provide activities selected by astronomers and classroom teachers, comprehensive resource lists and bibliographies, background material on astronomical topics, and teaching ideas from experienced astronomy educators. The activities are grouped into several major areas of study in astronomy: lunar phases and…

A Self-Paced Introductory Programming Course

ERIC Educational Resources Information Center

Gill, T. Grandon; Holton, Carolyn F.

2006-01-01

In this paper, a required introductory programming course being taught to MIS undergraduates using the C++ programming language is described. Two factors make the objectives of the course--which are to provide students with an exposure to the logical organization of the computer in addition to teaching them basic programming logic--particularly…

Inference and the Introductory Statistics Course

ERIC Educational Resources Information Center

Pfannkuch, Maxine; Regan, Matt; Wild, Chris; Budgett, Stephanie; Forbes, Sharleen; Harraway, John; Parsonage, Ross

2011-01-01

This article sets out some of the rationale and arguments for making major changes to the teaching and learning of statistical inference in introductory courses at our universities by changing from a norm-based, mathematical approach to more conceptually accessible computer-based approaches. The core problem of the inferential argument with its…

Science Literacy and Prior Knowledge of Astronomy MOOC Students

NASA Astrophysics Data System (ADS)

Impey, Chris David; Buxner, Sanlyn; Wenger, Matthew; Formanek, Martin

2018-01-01

Many of science classes offered on Coursera fall into fall into the category of general education or general interest classes for lifelong learners, including our own, Astronomy: Exploring Time and Space. Very little is known about the backgrounds and prior knowledge of these students. In this talk we present the results of a survey of our Astronomy MOOC students. We also compare these results to our previous work on undergraduate students in introductory astronomy courses. Survey questions examined student demographics and motivations as well as their science and information literacy (including basic science knowledge, interest, attitudes and beliefs, and where they get their information about science). We found that our MOOC students are different than the undergraduate students in more ways than demographics. Many MOOC students demonstrated high levels of science and information literacy. With a more comprehensive understanding of our students’ motivations and prior knowledge about science and how they get their information about science, we will be able to develop more tailored learning experiences for these lifelong learners.

Finding the Forest Amid the Trees: Tools for Evaluating Astronomy Education and Public Outreach Projects

ERIC Educational Resources Information Center

Bailey, Janelle M.; Slater, Timothy F.

2004-01-01

The effective evaluation of educational projects is becoming increasingly important to funding agencies and to the individuals and organizations involved in the projects. This brief "how-to" guide provides an introductory description of the purpose and basic ideas of project evaluation, and uses authentic examples from four different astronomy and…

Student comprehension of mathematics through astronomy

NASA Astrophysics Data System (ADS)

Search, Robert

The purpose of this study is to examine how knowledge of astronomy can enhance college-level learning situations involving mathematics. The fundamental symbiosis between mathematics and astronomy was established early in the 17th century when Johannes Kepler deduced the 3 basic laws of planetary motion. This mutually harmonious relationship between these sciences has been reinforced repeatedly in history. In the early 20th century, for example, astronomer Arthur Eddington used photographic evidence from a 1919 solar eclipse to verify Einstein's mathematical theory of relativity. This study was conducted in 5 undergraduate mathematics classes over the course of 2 years. An introductory course in ordinary differential equations, taught in Spring Semester 2013, involved 4 students. A similar course in Spring Semester 2014 involved 6 students, a Summer Semester 2014 Calculus II course involved 2 students, and a Summer 2015 Astronomy course involved 8 students. The students were asked to use Kepler's astronomical evidence to deduce mathematical laws normally encountered on an undergraduate level. They were also asked to examine the elementary mathematical aspects involved in a theoretical trajectory to the planet Neptune. The summer astronomy class was asked to draw mathematical conclusions about large numbers from the recent discoveries concerning the dwarf planet Pluto. The evidence consists primarily of videotaped PowerPoint presentations conducted by the students in both differential equations classes, along with interviews and tests given in all the classes. All presentations were transcribed and examined to determine the effect of astronomy as a generator of student understanding of mathematics. An analysis of the data indicated two findings: definite student interest in a subject previously unknown to most of them and a desire to make the mathematical connection to celestial phenomena.

Measuring the Heavens to Rule the Territory: Filipe Folque and the Teaching of Astronomy at the Lisbon Polytechnic School and the Modernization of the State Apparatus in Nineteenth Century Portugal

ERIC Educational Resources Information Center

Carolino, Luis Miguel

2012-01-01

This paper focuses on the astronomy teaching at the Lisbon Polytechnic School and its role in building a modern technoscientific state in Portugal during the nineteenth century. It examines particularly the case of Filipe Folque, who taught astronomy and geodesy at the Lisbon Polytechnic from 1837 to 1856, and played a pivotal role in the geodetic…

A Research Informed Approach to Teaching Cosmology to Our Society's Future Leaders

NASA Astrophysics Data System (ADS)

Prather, Edward

2012-03-01

We recently completed a large-scale, systematic study of general education introductory astronomy students' conceptual and reasoning difficulties related to cosmology. As part of this study, we analyzed a total of 4359 surveys (pre- and post-instruction) containing students' responses to questions about the Big Bang, the evolution and expansion of the universe, using Hubble plots to reason about the age and expansion rate of the universe, and using galaxy rotation curves to infer the presence of dark matter. We also designed, piloted, and validated a new suite of five cosmology Lecture-Tutorials. We found that students who use the new Lecture-Tutorials can achieve larger learning gains than their peers who did not. This material is based in part upon work supported by the National Science Foundation under Grant Nos. 0833364 and 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

An Alternative to the Problematic Macro-Micro Structure of Introductory Economics.

ERIC Educational Resources Information Center

Tinari, Frank D.

The paper explains an alternative structure to teaching micro and macroeconomic theory and describes the characteristics that make it an effective framework for introductory and principles courses. The teaching of economics principles typically proceeds by separating macroeconomic theory and microeconomic theory. But the use of the macro-micro…

Space Mysteries: Making Science and Astronomy Learning Fun

NASA Astrophysics Data System (ADS)

Plait, P.; Tim, G.; Cominsky, L.

2001-12-01

How do you get and keep a student's attention during class? Make learning fun! Using a game to teach students ensures that they have fun, enjoy the lesson and remember it. We have developed a series of interactive web and CD based games called "Space Mysteries" to teach students math, physics and astronomy. Using real NASA data, the students must find out Who (or What) dunit in an engaging astronomy mystery. The games include video interviews with famous scientists, actors playing roles who give clues to the solution, and even a few blind alleys and red herrings. The first three games are currently online in beta release at http://mystery.sonoma.edu.

Increasing Student Success in Large Survey Science Courses via Supplemental Instruction in Learning Centers

NASA Astrophysics Data System (ADS)

Hooper, Eric Jon; Nossal, S.; Watson, L.; Timbie, P.

2010-05-01

Large introductory astronomy and physics survey courses can be very challenging and stressful. The University of Wisconsin-Madison Physics Learning Center (PLC) reaches about 10 percent of the students in four introductory physics courses, algebra and calculus based versions of both classical mechanics and electromagnetism. Participants include those potentially most vulnerable to experiencing isolation and hence to having difficulty finding study partners as well as students struggling with the course. They receive specially written tutorials, conceptual summaries, and practice problems; exam reviews; and most importantly, membership in small groups of 3 - 8 students which meet twice per week in a hybrid of traditional teaching and tutoring. Almost all students who regularly participate in the PLC earn at least a "C,” with many earning higher grades. The PLC works closely with other campus programs which seek to increase the participation and enhance the success of underrepresented minorities, first generation college students, and students from lower-income circumstances; and it is well received by students, departmental faculty, and University administration. The PLC staff includes physics education specialists and research scientists with a passion for education. However, the bulk of the teaching is conducted by undergraduates who are majoring in physics, astronomy, mathematics, engineering, and secondary science teaching (many have multiple majors). The staff train these enthusiastic students, denoted Peer Mentor Tutors (PMTs) in general pedagogy and mentoring strategies, as well as the specifics of teaching the physics covered in the course. The PMTs are among the best undergraduates at the university. While currently there is no UW-Madison learning center for astronomy courses, establishing one is a possible future direction. The introductory astronomy courses cater to non-science majors and consequently are less quantitative. However, the basic structure

Consecutive Course Modules Developed with Simple Materials to Facilitate the Learning of Basic Concepts in Astronomy

ERIC Educational Resources Information Center

Okulu, Hasan Zuhtu; Oguz-Unver, Ayse

2015-01-01

From the perspective of teaching, the huge natural laboratory that astronomy provides constitutes the most prominent connection between astronomy and other branches of science. The purpose of this research was to provide educators with activities of observation using simple materials that were developed to facilitate the teaching of basic concepts…

Long-term attitude sustainability from a constructivist-based astronomy-for-teachers course

NASA Astrophysics Data System (ADS)

Slater, T. F.; Safko, J. L.; Carpenter, J. R.

Survey performed four years after in-service teachers (elementary and middle school) took a special astronomy course using constructivist approach. Attitudes and confidence toward teaching astronomy did not decline during this time, implying that properly designed courses have long-term effectiveness.

First Results from the iSTAR International STudy on Astronomy Reasoning

NASA Astrophysics Data System (ADS)

Tatge, Coty B.; Slater, Stephanie J.; Slater, Timothy F.

2015-01-01

Our best efforts in the United States to dramatically improve teaching and learning in astronomy courses has been less than satisfactory despite Herculean efforts. A possible solution is to expand our view beyond our own culture's borders and presumptions in order to bring our shortcomings in discipline-based astronomy education research to light. Before we can begin the process of international comparisons of student conceptual understanding, we need to better understand how different citizens of different countries position astronomy culturally. Under the banner of the International STudy on Astronomy Reasoning Project, iSTAR, we are now carefully observing how foreign experts in teaching astronomy and the science of astronomy translate the Test Of Astronomy STandards - TOAST multiple-choice assessment instrument to look for subtle clues revealed during the translation process. The TOAST is the widely used standard to evaluate students' gains in the United States' Astronomy classrooms. We hope that the process of translation itself will help us comprehend how other cultures think differently about astronomical concepts and eventually we are looking to obtain useful data of how other cultures develop their society's understanding of particular astronomy aspects where we may fall short. Several of the iSTAR Project's bilingual speakers are documenting their thoughts and insights as they translate the TOAST. The end-goal is to collect a comprehensible, well-defined, and logical translation in various languages that are culturally sensitive and linguistically accurate. This project is sponsored and managed by the CAPER Center for Astronomy & Physics Education Research at CAPERTeam.com in collaboration with members of the International Astronomical Union-Commission 46.

Beat the Instructor: An Introductory Forecasting Game

ERIC Educational Resources Information Center

Snider, Brent R.; Eliasson, Janice B.

2013-01-01

This teaching brief describes a 30-minute game where student groups compete in-class in an introductory time-series forecasting exercise. The students are challenged to "beat the instructor" who competes using forecasting techniques that will be subsequently taught. All forecasts are graphed prior to revealing the randomly generated…

"Reverse Engineering" in Introductory Physics Education

ERIC Educational Resources Information Center

Badraslioglu, Duruhan

2016-01-01

One of the intermediate goals of STEM education has been turning our students into problem solvers and critical thinkers who are equipped with better scientific analysis skills. In light of this initiative, it is imperative that we, the educators, modify the way we teach classic introductory physics topics, and in the long run all sciences, and…

Research and Teaching: Reenvisioning the Introductory Science Course as a Cognitive Apprenticeship

ERIC Educational Resources Information Center

Thompson, Meredith M.; Pastorino, Lucia; Lee, Star; Lipton, Paul

2016-01-01

Introductory science courses play a critical role in the recruitment and retention of undergraduate science majors. In particular, first-year courses are opportunities to engage students in scientific practices and motivate them to consider scientific careers. We developed an introductory course using a semester-long series of established…

The Pedagogy of Pedagogy: Teaching GTAs To Teach.

ERIC Educational Resources Information Center

Williamson, L. Keith

A long-standing aspect of collegiate culture at many advanced-degree-granting universities is the use of Graduate Teaching Assistants (GTAs) to teach an introductory course. This practice presents a serious pedagogical challenge--namely, how to train inexperienced GTAs to teach the course. Too often new GTAs are merely supplied with the textbook…

The Application of VARK Learning Styles in Introductory Level Economics Units

ERIC Educational Resources Information Center

Wright, Sarah; Stokes, Anthony

2015-01-01

The issues of developing strategies and approaches to teaching introductory level economics courses at university have been long standing. With the development of economics learning standards in Australia, this is a time to consider teaching and learning approaches to engage students and develop skills in economics. This paper considers that to…

A Faculty-Development Model for Transforming Introductory Biology and Ecology Courses

ERIC Educational Resources Information Center

D'Avanzo, Charlene; Anderson, Charles W.; Hartley, Laurel M.; Pelaez, Nancy

2012-01-01

The Diagnostic Question Cluster (DQC) project integrates education research and faculty development to articulate a model for the effective transformation of introductory biology and ecology teaching. Over three years, faculty members from a wide range of institutions used active teaching and DQCs, a type of concept inventory, as pre- and…

Astronomy in the Classroom for Mature Lifelong Learners

NASA Astrophysics Data System (ADS)

Cobb, B. E.

2010-08-01

Mature adults are sometimes underserved by the professional astronomical community, which often focuses on K-12/undergraduate education and outreach. Mature adults hold as much interest and enthusiasm for astronomy as their younger cohorts, but often face a greater challenge in obtaining access to adult-level information that is more structured than sporadic public lectures or the occasional popular-science article. I present here my efforts to bring astronomy classes to the Osher Lifelong Learning Institute (OLLI) at UC Berkeley. There are over 120 OLLIs on university and college campuses throughout the United States. These institutes provide adults, age 50 and above, with both a diverse curriculum of study and a stimulating community of peers. Teaching at OLLI has been a straightforward way so share astronomy with this segment of the public—outreach that could be replicated by astronomers at other universities and colleges with associated OLLIs. The OLLI classroom can be challenging because of the wide range of student educational backgrounds. However, teaching at OLLI is extremely rewarding because mature adults bring to the classroom a vast array of life experiences, great curiosity, and immense independence of thought. The OLLI also provides the unique opportunity to inspire other non-traditional astronomy outreach activities by building partnerships both with professors in other disciplines and with the students themselves, as adult students often have the resources and connections to call upon to further explore and share astronomy outside the classroom.

Astronomy LITE Demonstrations

NASA Astrophysics Data System (ADS)

Brecher, Kenneth

2006-12-01

Project LITE (Light Inquiry Through Experiments) is a materials, software, and curriculum development project. It focuses on light, optics, color and visual perception. According to two recent surveys of college astronomy faculty members, these are among the topics most often included in the large introductory astronomy courses. The project has aimed largely at the design and implementation of hands-on experiences for students. However, it has also included the development of lecture demonstrations that employ novel light sources and materials. In this presentation, we will show some of our new lecture demonstrations concerning geometrical and physical optics, fluorescence, phosphorescence and polarization. We have developed over 200 Flash and Java applets that can be used either by teachers in lecture settings or by students at home. They are all posted on the web at http://lite.bu.edu. For either purpose they can be downloaded directly to the user's computer or run off line. In lecture demonstrations, some of these applets can be used to control the light emitted by video projectors to produce physical effects in materials (e.g. fluorescence). Other applets can be used, for example, to demonstrate that the human percept of color does not have a simple relationship with the physical frequency of the stimulating source of light. Project LITE is supported by Grant #DUE-0125992 from the NSF Division of Undergraduate Education.

Re-evaluating Traditional Predictors of Incoming Knowledge in Astronomy 101 and Implications for Course Revitalization

NASA Astrophysics Data System (ADS)

Berryhill, K. J.; Slater, T. F.; Slater, S. J.; Harbour, C.; Forrester, J. H.

2016-12-01

A wide range of incoming knowledge is seen in students taking introductory astronomy courses. Using the Test Of Astronomy STandards (TOAST) as a pre-course measure of incoming knowledge, an evaluation was completed to discover any explanation for this variation. It would be reasonable to suggest that this could result from the variety we see in student's motivation, self-efficacy, general scholastic achievement, their high school science experience, or even whether one or more of their parents is in a STEM field. In this re-evaluation, there was no correlation seen between the above and the student's pre-test scores. Instead, the only predictor of pretest scores was student's exposure to astronomy through informal learning opportunities. This leads to important implications for faculty revitalizing their courses to improve student learning.

Teaching Introductory Weather and Climate Using Popular Movies

ERIC Educational Resources Information Center

Yow, Donald M.

2014-01-01

Addressing the need for an introductory atmospheric science course for nonscience majors, a course was developed that provides a general understanding of atmospheric processes by examining how meteorological events are portrayed in movies. The course also uses films to study the causes of, impacts associated with, and potential adaptations to…

Development of a Solar System Concept Inventory

NASA Astrophysics Data System (ADS)

Hornstein, Seth D.; Duncan, D.; S, C. A. T.

2009-01-01

Concept inventories can provide useful insight into students’ understanding of key physical concepts. Knowing what your students have learned during a course is a valuable tool for improving your own teaching. Unfortunately, current astronomy concept inventories are not suitable for an introductory solar system course because they either cover too broad of a range of topics (e.g. Astronomy Diagnostic Test) or are too narrowly focused (e.g. Greenhouse Effect Concept Inventory, Lunar Phase Concept Inventory). We have developed the Solar System Concept Inventory (SSCI) to cover those topics commonly taught in an introductory solar system course. The topics included on the SSCI were selected by having faculty identify the key concepts they address when teaching about the solar system. SSCI topics include formation mechanisms, planetary interiors, atmospheric effects, and small solar system bodies. Student interviews were conducted to identify common naive ideas and reasoning difficulties relating to these key topics. Preliminary development of the SSCI was completed at the University of Colorado and involved over 400 students. A larger, national, multi-institutional field test is planned for Spring 2009 as a Collaboration of Astronomy Teaching Scholars (CATS) research project. We present here the results from the preliminary development and proposed changes for the next stage of research. We would like to thank the NSF for funding under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

The Space Vehicle--Teaching Physics through Astronomy.

ERIC Educational Resources Information Center

Kibble, Bob

1991-01-01

Discussed are some areas of overlap between physics and astronomy. Topics include solar power, fusion reactions, atmospheric refraction, solar spectrum, Doppler effects, Hubble constant, quasars, redshift and the expanding universe, sunspots, sundial construction, solar spectroscopes, the moon, optics, wave theory, the history of science,…

Using 'How People Learn' as a Blueprint for Developing Teaching Strategies in an Introductory Geology Course

NASA Astrophysics Data System (ADS)

Debari, S. M.; Bachmann, J.; Dougan, B.; Fackler-Adams, B.; Kratz, R.; Linneman, S.; Plake, T.; Smith, B.

2008-12-01

A new curriculum for an introductory geology course, Geology and Everyday Thinking (GET), incorporates the key research findings of How People Learn (NAS, 1999), and is based on the pedagogical approach of Physics and Everyday Thinking (PET; http://petproject.sdsu.edu/). These key findings have profound implications for developing teaching strategies that promote student learning. They suggest that for learning to occur: 1) students' preconceptions must be engaged, 2) students must be able to build their own conceptual framework, and 3) students must be given an opportunity to reflect on their learning (metacognition). Our curriculum has been carefully constructed into cycles that apply these key findings while exploring a key geologic concept. Each cycle engages students' 'Initial Ideas' about these concepts (and continuously revisits those Initial Ideas), sequentially builds upon concepts in a logical framework, and requires reflective writing. The curriculum employs questioning, small group work, and small and large class discussions. Students construct concepts by doing inquiry lab activities, but embedded group discussions that promote discourse and questioning among students is a crucial tool in the sense-making and solidification of those concepts. The questioning and discourse occur throughout each module so that students' preconceptions about a particular concept are brought out early on, and are revisited and challenged again as students construct their new understanding. Whiteboarding, or the process of sharing small-group ideas to a larger group, is the primary method of generating discussion. The instructor's role as facilitator and questioner is the cornerstone in this process. The primary audience for this course is future elementary teachers, who are required take a year-long science sequence. The year-long sequence includes physics (PET), geology (GET), and a correlative new curriculum in biology (BET). Class size is limited to 24 students, and the

Teaching Astronomy And The Crisis In Science Education

NASA Astrophysics Data System (ADS)

Lomb, N. R.; Stevenson, T. M.; Anderson, M. W. B.; Wyatt, G. G.

2006-08-01

In Australia as in many other countries the fraction of high school students voluntarily choosing to study the core sciences such as physics and chemistry has dropped in recent decades. There seems to be a number of reasons for this worrying trend including the perception that they are difficult subjects that lack relevance to the lives of the students. Family influence to choose courses that are believed to be more likely to lead to highly paid careers is also a major factor. Astronomy has a broad public appeal and escapes much of the negative feelings associated with most other scientific fields. Anecdotally and logically this allows astronomy to be used as a tool to stimulate students' scientific interest. While this is most evident at college level in the USA and at Australian universities, informal education centres can play an important role. Investment in public facilities and the provision of resources for astronomy outreach can be highly beneficial by engaging the imagination of the public. We will discuss activities offered at Sydney Observatory where public attendances have more than doubled in the last decade. These include a regular schools program and preliminary results from a survey of teachers' experiences and attitudes to their class visit will be given.

An Integrated Learning Project in Introductory Soils.

ERIC Educational Resources Information Center

Robinson, C. A.; Schafer, J.

1993-01-01

Describes a problem-solving teaching method used in the Introductory Soils course at Iowa State University whereby students are assigned to groups and asked to serve as an advisor to a landowner. Using a computerized database for most data acquisition, students recommend farm usage and urban/alternate development plans. Includes the program…

The California-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE): an Educational Experience for Undergraduates at the University of Arizona Alumni Association's Astronomy Camp.

NASA Astrophysics Data System (ADS)

Lemon, Courtney; McCarthy, D.; Rudolph, A.

2011-01-01

The California-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE) is an NSF-funded partnership between the Astronomy Program at Cal Poly Pomona (CPP) and the University of Arizona Steward Observatory designed to promote participation of underrepresented minorities (including women) in astronomy research and education. As part of the education component of the program, CPP undergraduate physics majors and minors are eligible to work as a counselor at the University of Arizona's Astronomy Camp, one of the premier astronomy outreach opportunities in the world. CAMPARE students have the opportunity to work in this learn-by-doing environment with a wide range of students to gain first hand experience of teaching astronomy to students of a wide variety of ages in highly structured educational setting. Cal Poly Pomona students who are interested in education, both formal and informal, work in a variety of camps, from Girl Scout camps to camps for advanced high school students, to further their understanding of what it means to be a professional in the field of education. The CAMPARE student who participated in this program during summer 2010 had the opportunity to work under Dr. Don McCarthy, camp director of University of Arizona's Astronomy Camps for 20 years, and observe the interpersonal relations between campers and staff that is so vital to the learning the students receive. Through these observations, the CAMPARE student was able to learn to gauge students' interest in the material, and experience real life teaching and learning scenarios in the informal education realm.

Crayon Coloured Planets: Using Children's Drawings as Guides for Improving Astronomy Teaching

NASA Astrophysics Data System (ADS)

de Mello, A. B.; Epitácio Pereira, D. N.; Gonzalez, E. A. M.; de Nader, R. V.; de Lima, B. C. G.

2006-08-01

Many institutions around the world run programs to teach astronomy to young children (7 to 11 years old), but it is often very difficult to evaluate the efficiency of the methods and materials employed. Interviews and written tests are usually unsuitable, or at least impractical, for that purpose. Our group of researchers and students of the Observatório do Valongo (Universidade Federal do Rio de Janeiro - Brazil) have been teaching children basic notions of astronomy, especially about the solar system, through games and activities, and we have used children's drawings to evaluate our educational methods and didactic material. The artistic expression of children is strongly linked to their everyday life experiences. This way, their representation of the solar system is influenced by the manner that this concept was formed from their experiences at home and the notions learned at school. To evaluate this perception, before the educational activities take place, the students are asked to make drawings of the solar system, without any further instructions. After the activities at the Observatory, we then ask the children to make a new drawing using the new information that they acquired. Over 400 drawings have been collected and analyzed individually, and a database was developed to keep all the information obtained from them. In order to allow a statistical analysis of the whole sample of drawings, some objective topics were defined. These can be divided in two groups: the first is about the individual presence of components of the solar system (natural satellites, rings around giant planets, comets etc.), and the second is about the relative dimensions of the celestial bodies. For each of these topics, we applied a statistical test to check if there was a significant improvement from the drawings made before the activities to those collected after the activities. We concluded that there was a substantial improvement in most of the topics defined. The result of this

Introductory Statistics Education and the National Science Foundation

ERIC Educational Resources Information Center

Hall, Megan R.; Rowell, Ginger Holmes

2008-01-01

This paper describes 27 National Science Foundation supported grant projects that have innovations designed to improve teaching and learning in introductory statistics courses. The characteristics of these projects are compared with the six recommendations given in the "Guidelines for Assessment and Instruction in Statistics Education (GAISE)…

Creating Interactive Teaching Methods for ASTRO 101 That Really Work

NASA Astrophysics Data System (ADS)

Prather, E. E.; Adams, J. P.; Bailey, J. M.; Huggins, D.; Jones, L. V.; Slater, T. F.

2004-05-01

Acknowledging that lecture-based teaching methods are insufficient at promoting significant conceptual gains for students in the introductory astronomy course for non-science majors (ASTRO 101) is only the first step. But then, what can you do besides lecture? The Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona has been developing and conducting research on the effectiveness of learner-centered instructional materials that put students in an active role in the classroom. With the support of an NSF CCLI (9952232) and NSF Geosciences Education (9907755) awards, we have designed and field-tested a set of innovative instructional materials called Lecture Tutorials. These Lecture Tutorial activities are intended for use with collaborative student learning groups and are designed specifically to be easily integrated into existing conventional lecture-based courses. As such, these instructional materials directly address the needs of heavily loaded teaching faculty in that they offer effective, learner-centered, classroom-ready activities that do not require any outside equipment/staffing or a drastic course revision for implementation. Each 15-minute Lecture-Tutorial poses a carefully crafted sequence of conceptually challenging, Socratic-dialogue driven questions, along with graphs and data tables, all designed to encourage students to reason critically about conceptually challenging and commonly taught topics in astronomy. The materials are based on research into student beliefs and reasoning difficulties and make use of a conceptual change instructional framework that promotes the intellectual engagement of students. Our research into the effectiveness of the Lecture Tutorials illustrates that traditional lectures alone make unsatisfactory gains on student understanding; however, supplementing traditional instruction with the lecture tutorials helps students make impressive conceptual gains over traditional instruction. In

First Contact: Expectations of Beginning Astronomy Students

NASA Astrophysics Data System (ADS)

Lacey, T. L.; Slater, T. F.

1999-05-01

Three hundred seven undergraduate students enrolled in Introductory Astronomy were surveyed at the beginning of class to determine their expectations for course content. The course serves as a survey of astronomy for non-science majors and is a distribution course for general education core requirements. The course has no prerequisites, meets three times each week for 50 minutes, and represents three semester credit hours. The university catalog describes the course with the title "PHYSICS 101 - Mysteries of the Sky" and the official course description is: a survey of the struggle to understand the Universe and our place therein. The structure, growth, methods, and limitations of science will be illustrated using the development of astronomy as a vehicle. Present day views of the Universe are presented. Two questions were asked as open response items: What made you decide to take this course? and What do you expect to learn in this course? The reasons that students cited to take the course, in order of frequency, were: interested in astronomy, interesting or fun sounding course, required general education fulfillment, recommendation by peer. Secondary reasons cited were required for major or minor, general interest in science, and was available in the schedule. Tertiary reasons listed were recommendation by advisor or orientation leader, inflate grade point average, and heard good things about the teacher. The students' expectations about what they would learn in the course were numerous. The most common objects listed, in order of frequency, were: stars, constellations, planets, galaxies, black holes, solar system, comets, galaxies, asteroids, moon, and Sun. More interesting were the aspects not specifically related to astronomy. These were weather, atmosphere, UFOs and the unexplained, generally things in the sky. A mid-course survey suggests that students expected to learn more constellations and that the topics would be less in-depth.

The Role of Introductory Geosciences in Students' Quantitative Literacy

NASA Astrophysics Data System (ADS)

Wenner, J. M.; Manduca, C.; Baer, E. M.

2006-12-01

Quantitative literacy is more than mathematics; it is about reasoning with data. Colleges and universities have begun to recognize the distinction between mathematics and quantitative literacy, modifying curricula to reflect the need for numerate citizens. Although students may view geology as 'rocks for jocks', the geosciences are truthfully rife with data, making introductory geoscience topics excellent context for developing the quantitative literacy of students with diverse backgrounds. In addition, many news items that deal with quantitative skills, such as the global warming phenomenon, have their basis in the Earth sciences and can serve as timely examples of the importance of quantitative literacy for all students in introductory geology classrooms. Participants at a workshop held in 2006, 'Infusing Quantitative Literacy into Introductory Geoscience Courses,' discussed and explored the challenges and opportunities associated with the inclusion of quantitative material and brainstormed about effective practices for imparting quantitative literacy to students with diverse backgrounds. The tangible results of this workshop add to the growing collection of quantitative materials available through the DLESE- and NSF-supported Teaching Quantitative Skills in the Geosciences website, housed at SERC. There, faculty can find a collection of pages devoted to the successful incorporation of quantitative literacy in introductory geoscience. The resources on the website are designed to help faculty to increase their comfort with presenting quantitative ideas to students with diverse mathematical abilities. A methods section on "Teaching Quantitative Literacy" (http://serc.carleton.edu/quantskills/methods/quantlit/index.html) focuses on connecting quantitative concepts with geoscience context and provides tips, trouble-shooting advice and examples of quantitative activities. The goal in this section is to provide faculty with material that can be readily incorporated

Network for Astronomy School Education

NASA Astrophysics Data System (ADS)

Deustua, Susana E.; Ros, R. M.; Garcia, B.

2014-01-01

The Network for Astronomy School Education Project (NASE) was developed in response to the IAU's most recent 10 Years Strategic Plan to increase the efforts of the IAU in schools. NASE's mission is to stimulate teaching astronomy in schools, through professional development of primary and secondary school science teachers in developing and emerging countries. NASE's organizational principle is to build capacity by providing courses for three years in cooperation with a Local Organizing Committee (Local NASE Group). The Local NASE Group consists of 6-8 local university professors and education professional who will promote astronomy activities and organize future courses in subsequent years in their region of their country. NASE philosophy is to introduce low-tech astronomy, and has thus developed an a suite of activities that can be carried out with inexpensive, quotidian materials. Supporting these activities is a text for teachers, plus a complete set of instructional materials for each topic. These materials are available in English and Spanish, with future editions available in Chinese and Portuguese. We describe and discuss NASE activities in Central and South America from 2009 to the present.

Water and Life on Mars: Exploring the Possibilities through an Astronomy Laboratory

ERIC Educational Resources Information Center

Wilhelm, Ronald; Wilhelm, Jennifer

2004-01-01

Nontraditional laboratories can provide primary pathways by which students comprehend and apply modern astronomy. To teach a nontraditional astronomy lab, we must give students opportunities to critically contemplate unsolved questions and evaluate current data sources. In doing so, students can develop their own conjectures that will lead to…

Introductory Level Problems Illustrating Concepts in Pharmaceutical Engineering

ERIC Educational Resources Information Center

McIver, Keith; Whitaker, Kathryn; De Delva, Vladimir; Farrell, Stephanie; Savelski, Mariano J.; Slater, C. Stewart

2012-01-01

Textbook style problems including detailed solutions introducing pharmaceutical topics at the level of an introductory chemical engineering course have been created. The problems illustrate and teach subjects which students would learn if they were to pursue a career in pharmaceutical engineering, including the unique terminology of the field,…

Graphical User Interface Programming in Introductory Computer Science.

ERIC Educational Resources Information Center

Skolnick, Michael M.; Spooner, David L.

Modern computing systems exploit graphical user interfaces for interaction with users; as a result, introductory computer science courses must begin to teach the principles underlying such interfaces. This paper presents an approach to graphical user interface (GUI) implementation that is simple enough for beginning students to understand, yet…

HyperCard and Other Macintosh Applications in Astronomy Education

NASA Astrophysics Data System (ADS)

Meisel, D.

1992-12-01

For the past six years, Macintosh computers have been used in introductory astronomy classes and laboratories with HyperCard and other commercial Macintosh software. I will review some of the available software that has been found particularly useful in undergraduate situations. The review will start with HyperCard (a programmable "index card" system) since it is a mature multimedia platform for the Macintosh. Experiences with the Voyager, the TS-24, MathCad, NIH Image, and other programs as used by the author and George Mumford (Tufts University) in courses and workshops will be described.

The Structure of the Introductory Economics Course in United States Colleges.

ERIC Educational Resources Information Center

Sweeney, M. Jane Barr; And Others

1983-01-01

This survey examined class size, teaching methods, and the one-semester/two-semester organization of the introductory economics course. Student satisfaction with respect to their institution was also studied. (Author/RM)

The First Big Wave of Astronomy Education Research Dissertations and Some Directions for Future Research Efforts

ERIC Educational Resources Information Center

Slater, Timothy F.

2008-01-01

The past several years have presented the astronomy education research community with a host of foundational research dissertations in the teaching and learning of astronomy. These PhD candidates have been studying the impact of instructional innovations on student learning and systematically validating astronomy learning assessment instruments,…

An Infiltration Exercise for Introductory Soil Science

ERIC Educational Resources Information Center

Barbarick, K. A.; Ippolito, J. A.; Butters, G.; Sorge, G. M.

2005-01-01

One of the largest challenges in teaching introductory soil science is explaining the dynamics of soil infiltration. To aid students in understanding the concept and to further engage them in active learning in the soils laboratory course, we developed an exercise using Decagon Mini-Disk Infiltrometers with a tension head (h[subscript o]) of 2 cm.…

A Case-Based Curriculum for Introductory Geology

ERIC Educational Resources Information Center

Goldsmith, David W.

2011-01-01

For the past 5 years I have been teaching my introductory geology class using a case-based method that promotes student engagement and inquiry. This article presents an explanation of how a case-based curriculum differs from a more traditional approach to the material. It also presents a statistical analysis of several years' worth of student…

Can Graduate Teaching Assistants Teach Inquiry-Based Geology Labs Effectively?

ERIC Educational Resources Information Center

Ryker, Katherine; McConnell, David

2014-01-01

This study examines the implementation of teaching strategies by graduate teaching assistants (GTAs) in inquiry-based introductory geology labs at a large research university. We assess the degree of inquiry present in each Physical Geology lab and compare and contrast the instructional practices of new and experienced GTAs teaching these labs. We…

Enhancing the Teaching of Introductory Economics with a Team-Based, Multi-Section Competition

ERIC Educational Resources Information Center

Beaudin, Laura; Berdiev, Aziz N.; Kaminaga, Allison Shwachman; Mirmirani, Sam; Tebaldi, Edinaldo

2017-01-01

The authors describe a unique approach to enhancing student learning at the introductory economics level that utilizes a multi-section, team-based competition. The competition is structured to supplement learning throughout the entire introductory course. Student teams are presented with current economic issues, trends, or events, and use economic…

The knowledge of the history of astronomy and a proposal to improve it

NASA Astrophysics Data System (ADS)

Saucedo Morales, Julio Cesar; Loera Gonzalez, Pablo

In this work we present the results of a survey conducted in Hermosillo, Sonora, México, among several different samples to assess the knowledge of the History of Astronomy (HoA), and at the same time, to evaluate the degree of success of the Astronomy Basic Course (ABC) in teaching this particular subject. We claim that astronomy has always been an important player in the history of civilization; however, as the results of this study indicate, this is not widely known. An example of this is that the work of great astronomers such as Aristarchus and Hipparchus are known to only a small fraction of the population. But people find astronomy attractive, which gives us an opportunity to fill gaps in astronomical knowledge. We present our experience of 25 years (the first half of these in the classroom, and the second half both in classroom and virtual mode through the Internet) teaching astronomy to the public with the ABC. In about 60 hours of class spread over a 3-month period, the ABC covers some of the most relevant topics of astronomy, one of which is a 3-hour session on the HoA, which it is taught trying to captivate the attention of wide audiences while discussing the contributions of astronomy to humankind. Although the level of knowledge of the HoA is somewhat disappointing, meaning that much work needs to be done, we have also found that it really pays off to offer opportunities like the ABC to the public. This success encourages us to present a proposal to extend the ABC, to teach it not just in Spanish as we have been done so far, but also in English and perhaps other languages, collaborations to improve it and to spread its use as an outreach and STEM educational device are most welcome.

National Astronomy Day: Bringing the Universe to Your Students

ERIC Educational Resources Information Center

Fendrich, Jean; Brown, Mark

2012-01-01

How do teachers help students realize their place in the universe? How do they teach the relationship among the Earth, Moon, stars, and galaxies during daylight hours? Most teachers assume that astronomy is a difficult subject to teach in the classroom and that without a planetarium little can be learned. In this article, the authors discuss…

[Economics] Introductory Lesson (Begin Day One). Lesson Plan.

ERIC Educational Resources Information Center

Lewin, Roland

This introductory lesson on teaching economics concepts contains sections on the following: purpose; objectives; time; materials needed; and step-by-step classroom procedures. The focus is on the economic problem of scarcity and opportunity costs. Attached is an original skit, "There's no such thing as a free lunch," and a chart that…

An Informed Approach to Improving Quantitative Literacy and Mitigating Math Anxiety in Undergraduates Through Introductory Science Courses

NASA Astrophysics Data System (ADS)

Follette, K.; McCarthy, D.

2012-08-01

Current trends in the teaching of high school and college science avoid numerical engagement because nearly all students lack basic arithmetic skills and experience anxiety when encountering numbers. Nevertheless, such skills are essential to science and vital to becoming savvy consumers, citizens capable of recognizing pseudoscience, and discerning interpreters of statistics in ever-present polls, studies, and surveys in which our society is awash. Can a general-education collegiate course motivate students to value numeracy and to improve their quantitative skills in what may well be their final opportunity in formal education? We present a tool to assess whether skills in numeracy/quantitative literacy can be fostered and improved in college students through the vehicle of non-major introductory courses in astronomy. Initial classroom applications define the magnitude of this problem and indicate that significant improvements are possible. Based on these initial results we offer this tool online and hope to collaborate with other educators, both formal and informal, to develop effective mechanisms for encouraging all students to value and improve their skills in basic numeracy.

Using Solar System Topics to Teach the Scientific Method in an Age of Science Denial

NASA Astrophysics Data System (ADS)

Lo Presto, M. C.

2013-04-01

A number of excellent opportunities to remind students of the scientific method and how the process of science works come about during coverage of common topics in a Solar System “unit” in an introductory college astronomy course. With the tremendous amount of misinformation about science that students are exposed to through the Internet and other forms of media, this is now more important than ever. If non-science majors can leave introductory astronomy, often the only science course they will take, with a decent appreciation of, or at least an exposure to, how science works, they will then be better able to judge the validity of what they hear about science in the media throughout their lives.

Implementation of Inquiry-Based Tutorials in AN Introductory Physics Course: the Role of the Graduate Teaching Assistant.

NASA Astrophysics Data System (ADS)

Thoresen, Carol Wiggins

1994-01-01

This study determined if the training provided physics teaching assistants was sufficient to accomplish the objectives of inquiry-based tutorials for an introductory physics course. Qualitative research methods were used: (1) to determine if the Physics by Inquiry method was modeled; (2) to describe the process from the teaching assistant perspective; (3) to determine TA opinions on training methods; (4) to develop a frame of reference to better understand the role of TA's as instructional support staff. The study determined that the teaching assistants verbalized appropriate instructional actions, but were observed to use a predominantly didactic teaching style. TA's held a variety of perceptions and beliefs about inquiry -based learning and how science is learned. They felt comfortable in the role of tutorial instructor. They were satisfied with the training methods provided and had few suggestions to change or improve training for future tutorial instructors. A concurrent theme of teacher action dependent on teacher beliefs was sustained throughout the study. The TA's actions, as tutorial instructors, reflected their educational beliefs, student background and learning experiences. TA's performance as tutorial instructors depended on what they think and believe about learning science. Practical implications exist for training teaching assistants to be tutorial instructors. Some recommendations may be appropriate for TA's required to use instructional methods that they have not experienced as students. Interview prospective teaching assistants to determine educational experience and beliefs. Employ inexperienced teaching assistants whose perspectives match the proposed instructional role and who might be more receptive to modeling. Incorporate training into staff meetings. Provide time for TA's to experience the instructional model with simulation or role play as students and as instructors, accompanied by conference discussion. Use strategies known to enhance

Chaco astronomies

NASA Astrophysics Data System (ADS)

Martín López, Alejandro

2015-08-01

This presentation discusses the result of 18 years of ethnographic and ethnohistorical studies on Chaco astronomies. The main features of the systems of astronomical knowledge of the Chaco Aboriginal groups will be discussed. In particular we will discuss the relevance of the Milky Way, the role of the visibility of the Pleiades, the ways in which the celestial space is represented, the constitution of astronomical orientations in geographic space, etc. We also address a key feature of their vision of the cosmos: the universe is seen by these groups as a socio-cosmos, where humans and non-humans are related. These are therefore actually socio-cosmologies. We will link this to the theories of Chaco Aboriginal groups about power and political relations.We will discuss how the study of Aboriginal astronomies must be performed along with the studies about astronomies of Creole people and European migrants, as well as anthropological studies about the science teaching in the formal education system and by the mass media. In this form we will discuss the relevance of a very complex system of interethnic relations for the conformation of these astronomical representations and practices.We will also discuss the general methodological implications of this case for the ethnoastronomy studies. In particular we will talk about the advantages of a study of regional scope and about the key importance of put in contact the ethnoastronomy with contemporary issues in social sciences.We also analyze the importance of ethnoastronomy studies in relation to studies of sociology of science, especially astronomy. We also study the potential impact on improving formal and informal science curricula and in shaping effective policies to protect the tangible and intangible astronomical heritage in a context of respect for the rights of Aboriginal groups.

Engaging Students In Modeling Instruction for Introductory Physics

NASA Astrophysics Data System (ADS)

Brewe, Eric

2016-05-01

Teaching introductory physics is arguably one of the most important things that a physics department does. It is the primary way that students from other science disciplines engage with physics and it is the introduction to physics for majors. Modeling instruction is an active learning strategy for introductory physics built on the premise that science proceeds through the iterative process of model construction, development, deployment, and revision. We describe the role that participating in authentic modeling has in learning and then explore how students engage in this process in the classroom. In this presentation, we provide a theoretical background on models and modeling and describe how these theoretical elements are enacted in the introductory university physics classroom. We provide both quantitative and video data to link the development of a conceptual model to the design of the learning environment and to student outcomes. This work is supported in part by DUE #1140706.

Sex and Gender in the Social Sciences: Reassessing the Introductory Course, Principles in Microeconomics.

ERIC Educational Resources Information Center

Gappa, Judith M.; Pearce, Janice

Developed to help faculty teaching introductory courses in microeconomics, psychology, and sociology in colleges and universities incorporate existing knowledge about women into their course content and teaching practices, this report is organized into two sets of guidelines. The first, "Content Guidelines: Sex and Gender in the Introductory…

Teaching Scientific Inquiry with Galaxy Zoo

NASA Astrophysics Data System (ADS)

Slater, Stephanie J.; Slater, Timothy F.; Lyons, Daniel J.

2011-02-01

The universe of topics to choose from when teaching an astronomy course is astronomically immense. This wide array of opportunity presents some inherently difficult choices for teachers at all levels on how to limit the scope of the course to make the syllabus manageable. As but one example, consider that even the most experienced astronomy teacher must choose between focusing on the astrophysics of stellar processes or on the nomenclature for stars and constellations because there is rarely time to give both justice. One might go as far as saying that planning an astronomy course is similar to the perspective offered by Michael Pollan in his book The Omnivore's Dilemma, which can be paraphrased as, ``When entering a modern grocery store in the U.S. with unlimited choices, what is it that one chooses to eat and why?'' Indeed, teaching about the entire universe in a single astronomy course involves some serious choices, as one can most certainly not teach everything.

Implementing New Reform Guidelines in Teaching Introductory College Statistics Courses

ERIC Educational Resources Information Center

Everson, Michelle; Zieffler, Andrew; Garfield, Joan

2008-01-01

This article introduces the recently adopted Guidelines for the Assessment and Instruction in Statistics Education (GAISE) and provides two examples of introductory statistics courses that have been redesigned to better align with these guidelines.

Using Data from Climate Science to Teach Introductory Statistics

ERIC Educational Resources Information Center

Witt, Gary

2013-01-01

This paper shows how the application of simple statistical methods can reveal to students important insights from climate data. While the popular press is filled with contradictory opinions about climate science, teachers can encourage students to use introductory-level statistics to analyze data for themselves on this important issue in public…

Addressing Gender Disparity in Introductory Physics Courses: Are existing reforms enough?

NASA Astrophysics Data System (ADS)

Finkelstein, Noah; Pollock, Steven; Dubson, Michael

2007-03-01

Previously researchers have reported that by transforming teaching practices in introductory physics, it is possible to eliminate the disparity in achievement of males and females on measures of conceptual learning. [1] We follow-up on the studies of the original researchers by comparing achievement of male and female students on measures of conceptual learning in the introductory physics courses at a large public research university. Just as the original authors find, we observe that reform teaching practices, such as the use of Peer Instruction [2] increase the learning gains of all students in introductory physics. Additionally, we observe a significant reduction in this gender gap in learning gains in some but not all of our transformed courses. Notably, however, the gender gap does not completely disappear in any of our courses. In addition to discussing learning gains, we analyze shifts in student beliefs [3] and examine correlations between student beliefs and learning gains. [1] Lorenzo, M et al. (2006).Am. J. Phys. 74(2): 118-122 [2] Mazur, E. (1997). Peer Instruction (Prentice Hall). [3] Adams, W.K et al. Physical Review, ST:PER. 2,1,010101.

Advances in Machine Learning and Data Mining for Astronomy

NASA Astrophysics Data System (ADS)

Way, Michael J.; Scargle, Jeffrey D.; Ali, Kamal M.; Srivastava, Ashok N.

2012-03-01

Advances in Machine Learning and Data Mining for Astronomy documents numerous successful collaborations among computer scientists, statisticians, and astronomers who illustrate the application of state-of-the-art machine learning and data mining techniques in astronomy. Due to the massive amount and complexity of data in most scientific disciplines, the material discussed in this text transcends traditional boundaries between various areas in the sciences and computer science. The book's introductory part provides context to issues in the astronomical sciences that are also important to health, social, and physical sciences, particularly probabilistic and statistical aspects of classification and cluster analysis. The next part describes a number of astrophysics case studies that leverage a range of machine learning and data mining technologies. In the last part, developers of algorithms and practitioners of machine learning and data mining show how these tools and techniques are used in astronomical applications. With contributions from leading astronomers and computer scientists, this book is a practical guide to many of the most important developments in machine learning, data mining, and statistics. It explores how these advances can solve current and future problems in astronomy and looks at how they could lead to the creation of entirely new algorithms within the data mining community.

``Astrophysique sur Mesure'', E-learning in Astronomy and Astrophysics

NASA Astrophysics Data System (ADS)

Mosser, Benoît; Delsanti, Audrey; Guillaume, Damien; Balança, Christian; Balkowski, Chantal

2011-06-01

``Astrophysique sur Mesure'' (astrophysics made-to-measure) is a set of e-learning programmes started 4 years ago at the Paris Observatory. In order to deliver attractive and efficient programmes, we have added many multimedia tools to usual lectures: animations, Java applets. The programmes are presented on two different platforms. The first one offers the content of all the lectures in free access. A second platform with restricted access is provided to registered students taking part in the e-learning program and benefiting from the help of tutors. The development of these programs helps to increase the sphere of influence of astronomy taught at the Paris Observatory, hence to increase the presence of astronomy in various degree courses. Instead of teaching classical astronomy lectures to a happy few, we can bring astronomy and astrophysics to a wider audience.

Making Astronomy Accessible

NASA Astrophysics Data System (ADS)

Grice, Noreen A.

2011-05-01

A new semester begins, and your students enter the classroom for the first time. You notice a student sitting in a wheelchair or walking with assistance from a cane. Maybe you see a student with a guide dog or carrying a Braille computer. Another student gestures "hello” but then continues hand motions, and you realize the person is actually signing. You wonder why another student is using an electronic device to speak. Think this can't happen in your class? According to the U.S. Census, one out of every five Americans has a disability. And some disabilities, such as autism, dyslexia and arthritis, are considered "invisible” disabilities. This means you have a high probability that one of your students will have a disability. As an astronomy instructor, you have the opportunity to reach a wide variety of learners by using creative teaching strategies. I will share some suggestions on how to make astronomy and your part of the universe more accessible for everyone.

The outcomes of the Brazilian Olympiad of Astronomy and Astronautics as an opportunity to develop successful outreach actions

NASA Astrophysics Data System (ADS)

Figueiró Spinelli, Patrícia; de Oliveira Costa, Cristiane; Requeijo, Flávia; do Amaral Ferreira, Marcelo Augusto; Torres Perillo, Augusto; Batista Garcia Canalle, João; Reis Neto, Eugênio; Nascimento, Josina

2015-08-01

Every year, hundreds of thousands of students and teachers from all over the country take part in the Brazilian Olympiad of Astronomy and Astronautics (OBA). This has the aim of both spreading astronomy and astronautics-related concepts and training teachers about these topics. After being marked some of the exams are sent by participant schools to the Organizing Committee to select candidates for the international competition. The OBA exam archive thereby offers an unique opportunity to evaluate the teaching of astronomy in Brazil in relation to school level and content, as well as over time. Understanding the misconceptions unraveled by the exams is of utmost importance to planning successful outreach activities. In this talk I will present how the analysis of the 2013 OBA event helped the Museum of Astronomy and Related Sciences to develop an astronomy education kit aimed at teachers and how this cooperation between an academic institution and schools is helping educators in their pedagogical practice to teach astronomy in the classroom.

Astronomy Teacher Training: Towards Year 2009

NASA Astrophysics Data System (ADS)

Doddoli, Consuelo

2008-05-01

The Direccion General de Divulgacion de la Ciencia is part of Mexico's National University; its purpose is science outreach. Most of its activities are dedicated to school level audiences; nevertheless due to the speed of science development, courses are given for teachers. The astronomy curricula includes: new results in astronomy research, general astrophysics and tools to teach astronomy. The courses offer twelve two hour long sessions. An astronomy researcher delivers a lecture and teachers are trained to use hands on activity. Beginning last in 2007 it has focused on Galileo. It addressed the way he was modern scientist, he observed and made experiments and wrote his results in common language. Year 2009 is a perfect incentive to carry out activities with teachers and keep them busy organizing telescope construction and observations during and after Galileo's commemoration. A book was written specially for them on the experiments Galileo made. In this book they can find interesting hand-on activities with materials that are readily available. (Los experimentos de Galileo, Silvia Torres y Consuelo Doddoli, Correo del Maestro, 2008, in press.) The magazine Correo del Maestro holds many articles written by the author on astronomical activities aimed to teachers.

The Write Stuff: Teaching the Introductory Public Relations Writing Course.

ERIC Educational Resources Information Center

King, Cynthia M.

2001-01-01

Outlines an introductory public relations writing course. Presents course topics and objectives, and assignments designed to meet them. Provides a sample grading rubric and evaluates major public relations writing textbooks. Discusses learning and assessment strategies. (SR)

NASE in the IYL2015: Light in Natural Sciences to teach Astronomy and Astrophysics in the new century

NASA Astrophysics Data System (ADS)

García, Beatriz; Ros, Rosa Maria

2015-08-01

An important series of milestones in the history of the science of light allow us to ensure that their study intersects with science and technology. In 1815, in France Fresnel exhibited the theory of wave nature of light; in 1865, in England Maxwell described the electromagnetic theory of light, the precursor of relativity; in 1915, in Germany Einstein developed general relativity which confirmed the role of light in space and time, and in 1965, in the United States Penzias and Wilson discovered the cosmic microwave background, fossil remnant of the creation of universe. Moreover, 2015 will mark 1000 years since the great works of Ibn al-Haytham on optics, published during the Islamic Golden Age.The Network for Astronomy School Education (NASE) proposes two mono-graphic texts Geometry of Light and Shadow and Cosmic Lights, to show the possibilities offered by the light in teaching concepts in different areas of the natural sciences, from mathematics to biology and to create awareness of the great achievements and discoveries of mankind related to light and the need for responsible use of this energy to the balance on Earth.Although the texts can be worked independently, both covering all aspects of Astronomy and Astrophysics found in the programs of education around the Globe, and show how to teach basic and complex concepts in this era of the big telescopes on Earth and in the space. This material was prepared thinking in the new a audiences, which demand better scientists working in outreach and better tools for communication of science.

Using a Hybrid Approach to Facilitate Learning Introductory Programming

ERIC Educational Resources Information Center

Cakiroglu, Unal

2013-01-01

In order to facilitate students' understanding in introductory programming courses, different types of teaching approaches were conducted. In this study, a hybrid approach including comment first coding (CFC), analogy and template approaches were used. The goal was to investigate the effect of such a hybrid approach on students' understanding in…

Extragalactic Astronomy: The Universe Beyond Our Galaxy.

ERIC Educational Resources Information Center

Jacobs, Kenneth Charles

This booklet is part of an American Astronomical Society curriculum project designed to provide teaching materials to teachers of secondary school chemistry, physics, and earth science. The material is presented in three parts: one section provides the fundamental content of extragalactic astronomy, another section discusses modern discoveries in…

Impact of backwards faded scaffolding approach to inquiry-based astronomy laboratory experiences on undergraduate non-science majors' views of scientific inquiry

NASA Astrophysics Data System (ADS)

Lyons, Daniel J.

This study explored the impact of a novel inquiry-based astronomy laboratory curriculum designed using the Backwards Faded Scaffolding inquiry teaching framework on non-science majoring undergraduate students' views of the nature of scientific inquiry (NOSI). The study focused on two aspects of NOSI: The Distinction between Data and Evidence (DvE), and The Multiple Methods of Science (MMS). Participants were 220 predominately non-science majoring undergraduate students at a small, doctoral granting, research-extensive university in the Rocky Mountain region of the United States. The student participants were enrolled in an introductory astronomy survey course with an associated laboratory section and were selected in two samples over consecutive fall and spring semesters. The participants also included four of the graduate student instructors who taught the laboratory courses using the intervention curriculum. In the first stage, student participant views of NOSI were measured using the VOSI-4 research instrument before and after the intervention curriculum was administered. The responses were quantified, and the distributions of pre and posttest scores of both samples were separately analyzed to determine if there was a significant improvement in understanding of either of the two aspects of NOSI. The results from both samples were compared to evaluate the consistency of the results. In the second stage, the quantitative results were used to strategically design a qualitative investigation, in which the four lab instructors were interviewed about their observations of how the student participants interacted with the intervention curriculum as compared to traditional lab activities, as well as their suggestions as to how the curriculum may or may not have contributed to the results of the first stage. These interviews were summarized and analyzed for common themes as to how the intervention curriculum influenced the students' understandings of the two aspect of

Using a Two-Tier Test to Analyse Students' and Teachers' Alternative Concepts in Astronomy

ERIC Educational Resources Information Center

Kanli, U.

2015-01-01

This paper presents an analysis of physics teachers' as well as university and high school students' understanding of some astronomy concepts. In recent years, the significance of astronomy teaching in science education has gradually increased. Many research studies indicate that students have misconceptions about the reasons for seasons, the…

Astronomy Outreach Adventures in Rural Guatemala

NASA Astrophysics Data System (ADS)

Strubbe, L.

2015-03-01

Astronomy can be an inspirational gateway to learning science and analytical reasoning, and to careers in STEM fields-particularly important in developing countries where educational opportunities can be scarce. Following this idea and my interest in learning about other cultures, I decided to spend 6 weeks in late 2011 (between Ph.D. and postdoc) doing astronomy public outreach in Guatemala. I volunteered through a Spanish language school embedded in a poor rural community (typical earning ~ $3/day), working mostly with children. My teaching goals were primarily attitudinal: to encourage people to observe and ask questions about the world around them, and to show them that phenomena have explanations that we can understand.

[Approach to Evidence-based Medicine Exercises Using Flipped Teaching: Introductory Education for Clinical Practice for 4th-Year Pharmacy Students].

PubMed

Onda, Mitsuko; Takagaki, Nobumasa

2018-01-01

　Osaka University of Pharmaceutical Sciences has included an evidence-based medicine (EBM) exercise in the introductory education for clinical practice for 4th-year pharmacy students since 2015. The purpose of this exercise is to learn the process of practice and basic concepts of EBM, especially to cultivate the practical ability to solve patients' problems and answer their questions. Additionally, in 2016, we have attempted flipped teaching. The students are instructed to review the basic knowledge necessary for active learning in this exercise by watching video teaching materials and to bring reports summarizing the contents on the flipped teaching days. The program includes short lectures [overview of EBM, document retrieval, randomized controlled trials (RCTs), and systematic review], exercises [patient, intervention, comparison, outcome (PICO) structuring, critical appraisal of papers in small groups with tutors], and presentations. The program includes: step 1, PICO structuring based on scenarios; step 2, critical appraisal of English-language papers on RCTs using evaluation worksheets; and step 3, reviewing the results of the PICO exercise with patients. The results of the review are shared among groups through general discussion. In this symposium, I discuss students' attitudes, the effectiveness of small group discussions using flipped teaching, and future challenges to be addressed in this program.

Third-World Astronomy Network

NASA Astrophysics Data System (ADS)

Narlikar, Jayant V.

Several developing countries of the Third World have been actively interested in astronomy, as is evidenced by the membership of the IAU. The enthusiasm of individual astronomers from these countries is, however, not matched by the resources available to them to pursue their interest in astronomy, in teaching as well as research, at an above-threshold level. Major problems requiring solutions are (I) isolation from the mainstream work, which leads to research work which is not quite relevant or realistic, and to teaching based on outdated knowledge; (II) lack of financial resources, leading to shortage of books and journals in the library, insufficient computing power, out-of-date instruments, as well as inability to participate in essential activities like schools, workshops, and major international conferences and symposia; and (III) lack of handson experience with state-of-the-art instrumentation that often leads to good scientists being turned away from astronomical observations towards abstract theories. Experience of the International Centre for Theoretical Physics at Trieste, Italy and of the inter-university centres in India, like the IUCAA at Pune, has shown that limited resources can be made to go a long way by sharing, networking and intelligent use of communications technology. Based on the above experience, this proposal envisages setting up a Third World Astronomy Network (TWAN) under the auspices of the IAU, within the wider ICSU-umbrella with support from the UNESCO as well as participating nations. The TWAN will operate with a few key institutions as local nodal points of a wide network. The objectives of the proposed TWAN and the role of the Nodal Institutions (NIs) are spelled out in this proposal, along with the budgetary support required.

Committee for the Introductory Course in History (CINCH), 1988-1991: An Overview of Its Investigations and Findings.

ERIC Educational Resources Information Center

Center for Faculty Development, Princeton, NJ.

Between 1988 and 1991, the Center for Faculty Development undertook a project to evaluate the teaching of the Introductory Course in History at American community colleges. Based upon a survey of over 100 introductory history teachers and conference discussions, it was determined that two sets of course guidelines for faculty were required, one…

Introduction to the Special Issue on Digital Signal Processing in Radio Astronomy

NASA Astrophysics Data System (ADS)

Price, D. C.; Kocz, J.; Bailes, M.; Greenhill, L. J.

2016-03-01

Advances in astronomy are intimately linked to advances in digital signal processing (DSP). This special issue is focused upon advances in DSP within radio astronomy. The trend within that community is to use off-the-shelf digital hardware where possible and leverage advances in high performance computing. In particular, graphics processing units (GPUs) and field programmable gate arrays (FPGAs) are being used in place of application-specific circuits (ASICs); high-speed Ethernet and Infiniband are being used for interconnect in place of custom backplanes. Further, to lower hurdles in digital engineering, communities have designed and released general-purpose FPGA-based DSP systems, such as the CASPER ROACH board, ASTRON Uniboard, and CSIRO Redback board. In this introductory paper, we give a brief historical overview, a summary of recent trends, and provide an outlook on future directions.

Developing a diverse and inclusive workforce in astronomy

NASA Astrophysics Data System (ADS)

Hunter, Lisa; McConnell, Nicholas; Seagroves, Scott; Barnes, Austin; Smith, Sonya; Palomino, Rafael

2018-06-01

Workforce development -- the preparation and advancement of a diverse and effective workforce -- in astronomy demands attention to a range of different career pathways, such as scientific users, telescope operations, and instrument builders. We will discuss the resources, expertise, and leadership needed to address workforce development challenges in astronomy, and the potential of one or more white papers to be prepared for the 2020 Decadal Survey. Potential white paper topics include (1) mentoring, training, and workplace practices to support diversity and inclusion; (2) enabling the next generation of astronomy faculty to teach effectively and inclusively; (3) supporting telescopes’ needs for local engineering and technologist talent, while telescope collaborations grow in scale and global extent; and (4) equipping early-career astronomers and instrumentalists with strategies and tools that are necessary for collaborating effectively on international teams.

The New Curriculum Standards for Astronomy in the United States

NASA Astrophysics Data System (ADS)

Schleigh, Sharon P.; Slater, Stephanie J.; Slater, Timothy F.; Stork, Debra J.

2015-12-01

There is widespread interest in constraining the wide range and vast domain of the possible topics one might teach about astronomy into a manageable framework. Although there is no mandated national curriculum in the United States, an analysis of the three recent national efforts to create an age-appropriate sequence of astronomy concepts to be taught in primary and secondary schools reveals a considerable lack of consensus of which concepts are most age-appropriate and which topics should be covered. The most recent standardization framework for US science education, the Next Generation Science Standards, suggests that most astronomy concepts should be taught only in the last years of one’s education; however, the framework has been met with considerable criticism. A comparison of astronomy learning frameworks in the United States, and a brief discussion of their criticisms, might provide international astronomy educators with comparison data in formulating recommendations in their own regions.

A pinch of salt goes a long way in communicating astronomy

NASA Astrophysics Data System (ADS)

Manxoyi, S.

2008-06-01

The building of the Southern African Large Telescope not only revolutionised the methods of data collection in astronomy as a science in South Africa, but also changed the face, approach and impact of astronomy communication in our country. This presentation examines the various ways in which SALT has been supporting and continues to drive astronomy communication with the public. These include the following strands: learner activities, educator programmes, special events and national events as well general public programmes. The learner activities include SALT tours, space camps, stargazing, astronomy quiz, workshops, science clubs and job shadowing. The educators' strand includes workshops, projects, mini conferences, tours, team and co teaching. The public is catered for through special events, national events, exhibitions, star parties and festivals.

Using Fiction to Teach Introductory Anthropology.

ERIC Educational Resources Information Center

Ellenbaum, Charles O.

A discussion of the role of fiction in a college level anthropology course is divided into two sections. The first section describes several advantages of using fiction rather than a text to teach anthropology. Teacher and students share more or less equally in the teaching process with this approach. The teacher is no longer an authority on a…

Graduate teaching assistants in a reformed introductory physics course: Synthesis of quantitative analyses of instructor action and qualitative analyses of instructor attitudes and perspectives

NASA Astrophysics Data System (ADS)

Calder, Austin Michael

Physics Education Research (PER) has shown us that when students have opportunities to make sense of concepts they tend to remember them better and can apply them more appropriately to new situations. PER has also revealed that an interactive, cooperative, small group environment is more conducive to achieving this than traditional lecture and recitation sections. It is useful to consider the aims of reformed instruction from the point of view of the graduate teaching assistants (GTAs) in physics, who are facilitating the instruction. The data in this dissertation comes from audio-recordings of GTAs teaching in an algebra-based introductory course; I develop a rubric for assessing the teaching practices of the GTAs which separates teaching into five categories according to the reformed practices present. The rubric and technique developed here could be used as a diagnostic for GTAs new to a reformed classroom. I also conducted surveys of the GTA participants, as well as semi-structured interviews to gain more information about the attitudes and perspectives toward reformed physics instruction. Results from this work include: (1) A diagnostic tool for teaching improvement and (2) a detailed understanding of the GTA facilitators' teaching practices in the reformed physics laboratory.

Introductory Graduate Research Courses: An Examination of the Knowledge Base.

ERIC Educational Resources Information Center

Mundfrom, Daniel J.; Shaw, Dale G.; Thomas, Ann; Young, Suzanne; Moore, Alan D.

This study addresses the question, "What should graduate students know about research and statistics after completing an initial course?" Individuals who teach such courses at various Carnegie classifications of institutions were surveyed about the specific characteristics of an introductory graduate research course at their own institutions to…

Threshold Concepts and Conceptions: Student Learning in Introductory Management Courses

ERIC Educational Resources Information Center

Wright, April L.; Gilmore, Anne

2012-01-01

This article explores how insights from the broader education literature on threshold concepts and conceptions can be applied to improve the teaching of undergraduate introductory management courses. The authors propose that these courses are underpinned by the threshold conception, or "underlying game," that management is a practice…

Teaching Fair Use with Astronomy Imagery

NASA Astrophysics Data System (ADS)

Wilson, Teresa

2016-01-01

Plagiarism among students is most common because of a misunderstanding of copyright and fair use. Images and text are frequently used without proper credit to the original author, and works are frequently acknowledged improperly. For example, space imagery is often used in posters, presentations, on the web, on Facebook, and even in the classrooms, but often are not properly cited. A lesson plan on fair use is presented, outlining what constitutes fair use and how to properly acknowledge the work done by artists and authors everywhere, with examples drawn from the Astronomy Picture of the Day (APOD).

A dictionary of Astronomy for the French Sign Language (LSF)

NASA Astrophysics Data System (ADS)

Proust, Dominique; Abbou, Daniel; Chab, Nasro

2011-06-01

Since a few years, the french deaf communauty have access to astronomy at Paris-Meudon observatory through a specific teaching adapted from the French Sign Language (Langue des Signes Françcaise, LSF) including direct observations with the observatory telescopes. From this experience, an encyclopedic dictionary of astronomy The Hands in the Stars is now available, containing more than 200 astronomical concepts. Many of them did not existed in Sign Language and can be now fully expressed and explained.

Two thumbs up: using popular films in introductory aging courses.

PubMed

Karasik, Rona J; Hamon, Raeann; Writz, Jennifer; Moddu Reddy, Anand

2014-01-01

Good teaching requires thoughtful planning and creative thinking, especially when trying to engage students in material that is unfamiliar to them or encumbered by stereotypes, like aging. Classic and contemporary media can provide unique teaching opportunities in gerontology classrooms. Popular films can have a powerful influence over viewers' attitudes and perceptions, and spur in-depth discussions of aging-related topics common to introductory aging courses (e.g., ageism, abuse, inequality, caregiving, healthy aging, and intimate relationships). Additionally, films appeal to multiple learning styles, engaging a variety of learners. This article examines the value of using films in introductory aging courses, offers strategies for incorporating films in the gerontology classroom, suggests sample activities and assignments that pair popular films with aging course topics, identifies challenges of using film in various classrooms settings, and provides a detailed typology of films on each of the following aging topics: ageism and stereotypes, cognitive impairment, death and dying, diversity, family relationships, health and wellness, sexuality and intimacy, and work and retirement.

Examination of the Transfer of Astronomy and Space Sciences Knowledge to Daily Life

ERIC Educational Resources Information Center

Emrahoglu, Nuri

2017-01-01

In this study, it was aimed to determine the levels of the ability of science teaching fourth grade students to transfer their knowledge of astronomy and space sciences to daily life within the scope of the Astronomy and Space Sciences lesson. For this purpose, the research method was designed as the mixed method including both the quantitative…

The Process of Physics Teaching Assistants' Pedagogical Content Knowledge Development

ERIC Educational Resources Information Center

Seung, Eulsun

2013-01-01

This study explored the process of physics teaching assistants' (TAs) PCK development in the context of teaching a new undergraduate introductory physics course. "Matter and Interactions" (M&I) has recently adopted a new introductory physics course that focuses on the application of a small number of fundamental physical…

PARTNeR for Teaching and Learning Radio Astronomy Basics

NASA Astrophysics Data System (ADS)

Vaquerizo, Juan Ángel

2010-10-01

NASA has three satellite tracking stations around the world: CDSCC (Canberra, Australia), GDSCC (Goldstone, USA) and MDSCC (Madrid, Spain). One of the antennas located at MDSCC, DSS-61, is not used for satellite tracking any more and thanks to an agreement between INTA (Instituto Nacional de TA~l'cnica Aeroespacial) and NASA, it has been turned into an educational radio telescope. PARTNeR (Proyecto Académico con el RadioTelescopio de NASA en Robledo, Academic Project with the NASA Radio Telescope at Robledo) is a High School and University radio astronomy educational program that allows teachers and students to control this 34-meter radio telescope and conduct radio astronomical observations via the Internet. As radio astronomy is not a popular subject and astronomy has little presence in the High School Curriculum, teachers need specific training in those subjects to implement PARTNeR. Thus, High School teachers joining the project take a course to learn about the science of radio astronomy and how to use the antenna in their classrooms. Also, teachers are provided with some learning activities they can do with their students. These lesson plans are focused on the implementation of the project within an interdisciplinary framework. All educational resources are available on PARTNeR website. PARTNeR is an inquiry based approach to science education. Nowadays, students can join in three different observational programmes: variability studies in quasars, studies of radio-bursts in X-ray binaries (microquasars), and mapping of radio sources in the galactic plane. Nevertheless, any other project can be held after an evaluation by the scientific committee. The operational phase of the project started in the academic year 2003-04. Since then, 85 High Schools, seven Universities and six societies of amateur astronomers have been involved in the project. During the 2004-09 period, 103 High School teachers from Spain and Portugal have attended the training courses, and 105

A Radio Astronomy Curriculum for STARLAB

NASA Astrophysics Data System (ADS)

Boltuch, D.; Hund, L.; Buck, S.; Fultz, C.; Smith, T.; Harris, R.; Castelaz, M. W.; Moffett, D.; LaFratta, M.; Walsh, L.

2005-12-01

We present elements of a curriculum that will accompany the STARLAB module "Sensing the Radio Sky" a portable planetarium program and projection of the radio sky. The curriculum will serve to familiarize high school students to a set of topics in radio astronomy. The curriculum includes lessons and activities addressing several topics related to radio astronomy and the Milky Way that consists of two main resources: a manual and a multimedia website. It is designed to accommodate a wide variety of possible uses and time constraints. The manufacturer of STARLAB, Learning Technologies, Inc. produces a short manual to accompany each presentation for the STARLAB. The "Sensing the Radio Sky" manual we have created includes the mandatory, minimum background information that students need to understand radio astronomy. It briefly discusses waves and electromagnetic radiation, similarities and differences between optical and radio astronomy, probable misconceptions about radio astronomy, how radio images are produced, synchrotron radiation in the Milky Way, and galactic coordinates. It also includes a script that presenters can choose to follow inside the STARLAB, a lesson plan for teachers, and activities for students to complete before and after the STARLAB experience that mirror the scientific method. The multimedia website includes more detailed information about electromagnetic radiation and a more detailed comparison of optical and radio astronomy. It also discusses the life cycles of stars, radiation from a variety of specific sources, and pulsars, as each relates to radio astronomy. The five highly detailed lessons are pulled together in sixth "overview lesson", intended for use by teachers who want to present more than the basic material in the manual, but do not have the classroom time to teach all five of the in-depth lessons. . We acknowledge support from the NSF Internship in Public Science Education Program grant number 0324729.

The ALIVE Project: Astronomy Learning in Immersive Virtual Environments

NASA Astrophysics Data System (ADS)

Yu, K. C.; Sahami, K.; Denn, G.

2008-06-01

The Astronomy Learning in Immersive Virtual Environments (ALIVE) project seeks to discover learning modes and optimal teaching strategies using immersive virtual environments (VEs). VEs are computer-generated, three-dimensional environments that can be navigated to provide multiple perspectives. Immersive VEs provide the additional benefit of surrounding a viewer with the simulated reality. ALIVE evaluates the incorporation of an interactive, real-time ``virtual universe'' into formal college astronomy education. In the experiment, pre-course, post-course, and curriculum tests will be used to determine the efficacy of immersive visualizations presented in a digital planetarium versus the same visual simulations in the non-immersive setting of a normal classroom, as well as a control case using traditional classroom multimedia. To normalize for inter-instructor variability, each ALIVE instructor will teach at least one of each class in each of the three test groups.

Principles of Celestial Navigation: An Online Resource for Introducing Practical Astronomy to the Public

NASA Astrophysics Data System (ADS)

Urban, Sean E.

2015-08-01

Astronomy is often called a "gateway" science because it inspires appreciation and awe among children and non-scientists. Applied astronomy, with practical, real-world applications, can entice even the most utilitarian people to take notice and learn about the subject. Traditional celestial navigation is an astronomy topic that captures the attention of the public. The U.S. Naval Observatory has led the development of a publicly available online celestial navigation educational module titled, "Principles of Celestial Navigation". It can be used world-wide to introduce people to astronomy. This poster describes some of the aspects of this teaching module.

Astronomy, Visual Literacy, and Liberal Arts Education

NASA Astrophysics Data System (ADS)

Crider, Anthony

2016-01-01

With the exponentially growing amount of visual content that twenty-first century students will face throughout their lives, teaching them to respond to it with visual and information literacy skills should be a clear priority for liberal arts education. While visual literacy is more commonly covered within humanities curricula, I will argue that because astronomy is inherently a visual science, it is a fertile academic discipline for the teaching and learning of visual literacy. Astronomers, like many scientists, rely on three basic types of visuals to convey information: images, qualitative diagrams, and quantitative plots. In this talk, I will highlight classroom methods that can be used to teach students to "read" and "write" these three separate visuals. Examples of "reading" exercises include questioning the authorship and veracity of images, confronting the distorted scales of many diagrams published in astronomy textbooks, and extracting quantitative information from published plots. Examples of "writing" exercises include capturing astronomical images with smartphones, re-sketching textbook diagrams on whiteboards, and plotting data with Google Motion Charts or iPython notebooks. Students can be further pushed to synthesize these skills with end-of-semester slide presentations that incorporate relevant images, diagrams, and plots rather than relying solely on bulleted lists.

A comparative evaluation of teaching methods in an introductory neuroscience course for physical therapy students.

PubMed

Willett, Gilbert M; Sharp, J Graham; Smith, Lynette M

2008-01-01

The use of computer-based instruction (CBI) in physical therapy education is growing, but its effectiveness compared to lecture is undefined. This study compared CBI to lecture in an introductory neuroscience course for students in their first year of a 3 year professional program leading to the Doctor of Physical Therapy Degree. Twenty-eight students participated in 2003 and 34 in 2004. A randomized, cross-over design was employed. The course was divided into two sections with an exam after each. Students in one group participated in CBI during the first half of the course and lecture during the second half with the order of participation reversed for the other group. A 6 months post-course review exam was also administered. Exam scores, study time, and student opinions regarding teaching methods were collected after each half of the course. Course development costs for both teaching approaches were also documented. There were no statistically significant differences in exam scores between participant groups. CBI students spent less time studying. Student did not distinguish a major preference for either instruction method. Many students preferred that CBI be used as a complementary rather than mutually exclusive instructional method. Lecture-based instruction was much less expensive than CBI. Lecture-based instruction was more cost effective than CBI, but CBI was more time efficient in terms of student learning.

Astronomy and Inclusion: resouces for disabled populations

NASA Astrophysics Data System (ADS)

García, Beatriz; Ortiz Gil, Amelia

2015-08-01

Commission 46 proposed, in 2012, the creation of an interdisciplinary WG in which astronomers work together with educators and disability specialists to develop new teaching and learning strategies devoted to generate resources of impact among disabled populations, which are usually away from astronomy. We present some of the achivements and new challenges.

The challenge of teaching astronomy with 0 dollars

NASA Astrophysics Data System (ADS)

Ros, Rosa Maria; García, Beatriz

2015-08-01

The training courses on Astronomy are necessary for teachers in all the countries. Normally they are more necessary in developing countries that in other ones. The challenge is to do this work without expenses. NASE, Network for Astronomy School Education, organizes courses for teachers in service and future teachers practically free of charge. The host country only pays accommodation and meals of NASE visitors. But the most interesting aspect of NASE is that presents a lot of activities to carry out in the classroom by 0 dollars using “learning by doing” methodology. After more than 60 courses in about 20 countries we can show several examples of materials generated by participants themselves during the course. With this materials they can make observations and reasoning about their observations in order to understand the astronomy concepts which appear in the curricula of different levels of formal education.Waste materials, cardboard or paper, pieces of string or wire, a stick or a CD, some milk or a drop of oil can be very useful to produce a spectrograph, a photometer, a sundial, a goniometer or a quadrant. The imagination and creativity can replace funding which are difficult to achieve in secondary and primary schools in small towns or villages. NASE is a solution for teachers. which discover that they can explain, in a simple way, complex concepts using models and observations that do not need any money!Participants in NASE courses receive instructions in order to work with NASE materials and after the courses they can find (and create) complementary materials at the NASE website, in order to continue working in the same way. We receive some contributions from some of them that we publish at our web.http:www.naseprogram.org

The Story behind the Science: Bringing Science and Scientists to Life in Post-Secondary Science Education

ERIC Educational Resources Information Center

Clough, Michael P.

2011-01-01

With funding from the United States National Science Foundation, 30 historical short stories designed to teach science content and draw students' attention to the nature of science (NOS) have been created for post-secondary introductory astronomy, biology, chemistry, geology, and physics courses. The project rationale, story development and…

The change in students' understanding of the mole concept in introductory college chemistry

NASA Astrophysics Data System (ADS)

Smith, Shane Harvie

This study investigated the difference between the students' understanding of the mole concept in chemistry at the beginning and at the end of the first semester of introductory chemistry courses. The study also identified the relationship between the criterion variable understanding of the mole concept in chemistry and the independent variables of cognitive level, type of introductory college chemistry class, and the number of lectures spent teaching the mole concept. In addition, this study examined (a) the students' misconceptions and (b) the aspects of the traditional teaching methods used in the introductory college chemistry courses that helped the students' understanding of the mole concept. This study was conducted using 180 volunteer students in their first semester of an introductory college chemistry course. These students were given a pretest instrument called the Mole Concepts Examination (MCE) to measure their understanding of the mole concept, the Group Assessment of Logical Thinking (GALT) to measure the students' cognitive level of logical thinking, and a posttest of the MCE to measure the students' understanding of the mole concept at the end of the semester. In addition, an interview was given to a selected group of 18 students to find out if the students remember the teaching techniques used to help them understand the mole concept and to determine some of the misconceptions that the students retained at the end of the semester. Results indicated a statistically significant relationship between students' understanding of the mole concept and their cognitive level. There was no significant relationship between students' understanding of the mole concept and the type of class, or the number of lectures spent teaching the mole concept. Qualitative results indicated that students were able to explain their answers to the posttest questions; students were able to identify some instructional techniques that helped them to understand the mole concept

The Potential for Astronomy in Antarctica

NASA Astrophysics Data System (ADS)

Burton, Michael G.

The extremely dry cold and tenuous air of the Antarctic plateau makes it the premier site on the earth for a wide range of astronomical observations especially at infrared and millimetre wavelengths. Background sky emission is one to two order of magnitudes less in intensity and new windows in the atmosphere are opened for viewing through. The high geomagnetic latitudes also make it particularly suitable for measurement of cosmic ray fluxes especially at low energy. The vast quantities of pure transparent ice provide for unparalled conditions for the measurement of neutrino fluxes. This talk will overview the potential of Antarctica for a wide range of astronomical observations conditions that surpass any other ground- based location in most circumstances. It will be an introductory lecture to the field designed for the non-specialist in Antarctic astronomy.

Running an Elementary School Astronomy Club: Engaging Children in the Wonders of Space

NASA Astrophysics Data System (ADS)

Mayo, L.; Odenwald, S.; Lundberg, C.; Dimarco, A.

2000-10-01

``At the elementary school level, children are motivated by two things, dinosaurs and space" (Dr. Harold Williams, Montgomery College Planetarium Director). Yet, many elementary school science objectives include only the most basic astronomical concepts. Some ignore the subject all together in favor of more traditional courses (e.g. math and reading) or Earth science based curricula such as weather and local ecosystems. In addition, most elementary school teachers are unfamiliar with astronomical concepts and are poorly equipped to teach the subject. With teacher requirements increasing due to increasing class sizes, state competency exams, and a back to basics political climate, there is often little room to capitalize on the natural sense of curiosity children have about the universe during the normal school day. An after school astronomy club can provide a solution. In this paper, we present a model for setting up and running an after school astronomy club for students in grades 3-6. Our model was developed at two Maryland schools, Sligo Creek Elementary and Holy Redeemer Elementary/Middle School and incorporates national education standards as well as NASA OSS guidelines for effective education outreach programs. We propose here, a Community Based Learning (CBL) approach with the goal of engaging multiple elements of the community in the learning process including local amateur astronomy clubs, industry, community colleges, parents, and teachers. Methods for using astronomy as a basis for teaching reading, writing, math, and presentation skills are introduced. Resources, teaching methods, preparation guidelines, discipline, and safety are discussed and a list of grade appropriate, hands-on astronomy activities is presented along with procedures and expected outcomes.

Establishing Astronomy in the Curriculum at a Teacher Preparation College: Some Successes and Some Challenges

NASA Astrophysics Data System (ADS)

French, L. M.; Borkovitz, D.

1999-12-01

At Wheelock College, a liberal arts college in Boston which prepares students for careers in elementary and early childhood teaching and social work, we are developing science and mathematics courses designed to prepare our students for their work with children while teaching them adult-level math and science. Our students arrive with varying skill levels and, often, a great deal of math and science anxiety. We must address the anxiety in order for the students to make progress as learners and, eventually, teachers of math and science. Two courses have been notable successes. A one-semester course entitled The Solar System has become a staple in the curriculum. Major topics covered include finding our way around the sky, the nature of light and color, the size and scale of the solar system, and the causes of the Earth’s seasons and the phases of the moon. Students report that it changes their minds about how science can be taught by modeling a style of teaching which is more interactive than the way they were taught. In the graduate school, astronomy is the focus for a course entitled Teaching and Learning. Co-taught by an education faculty member and an astronomer, the course immerses students in learning a new content area and asks them to consider their own learning process. Observations play an important role here, with students keeping journals of their own sky observations. We also describe two challenges. One is the establishment of more advanced courses; although an astrophysics class has been offered twice to overwhelmingly positive student reviews, it is not easy to “sell”. The other challenge is the establishment of an introductory level course in stars and galaxies for non-science majors. This work has been supported in part by a grant from the DUE of the National Science Foundation.

Astronomy Education and Teacher Training in Turkey