The Makeup of the Modern US High School Astronomy Course -- 25 Years After Sadler's Study

Details The Makeup of the Modern US High School Astronomy Course -- 25 Years After Sadler's Study The Makeup of the Modern US High School Astronomy Course -- 25 Years After Sadler's Study

Dec 2007

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2007aas...211.3104k&link_type=abstract

American Astronomical Society, AAS Meeting #211, #31.04; Bulletin of the American Astronomical Society, Vol. 39, p.783

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Surveys to nearly 3000 high school astronomy teachers portray the field for the first time in 25 years. This multimethods study included quantitative questions on the backgrounds of teachers, demographics of students, teaching styles and content, resources used such as websites, books, telescopes and planetaria, and qualitative questions on the effects of No Child Left Behind and high-stakes testing, teachers justifications and advises for creating and defending a class's existence, attitudes towards the future. Among the findings are that there are more female teachers here than in physics, that student population mimics closely the US demographics, that physics no longer is the dominant 'other course' taught by astronomy teachers, and there is a 'hidden mass' of teachers not accounted for by most statistical studies. Portable planetaria have made some inroads into replacing fixed dome but 'planetarium' software has made even more. Philip Sadler's "Project Star" study of 1983 holds up remarkably well but some numbers have changed. Finally, unlike other science societies, the AAS has not made many inroads into the awareness or education of the high school teachers.

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