Computer Science – Learning
Scientific paper
Jan 2009
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2009aas...21343001l&link_type=abstract
American Astronomical Society, AAS Meeting #213, #430.01; Bulletin of the American Astronomical Society, Vol. 41, p.262
Computer Science
Learning
Scientific paper
In the course of learning astronomy, it is generally accepted that successful science learning experiences should result in learners developing a meaningful understanding of the nature of science as inquiry where: (i) students are engaged in questions; (ii) students are designing plans to pursue data; and (iii) students are generating and defending conclusions based on evidence they have collected. However, a robust literature argues that students do not develop deep understandings of the structure or nature of the scientific discipline of inquiry unless the underlying ideas are taught explicitly. In response to national reform movements calling for professors to develop teaching strategies and learning environments where non-science majors can actively engage in scientific discourse faculty now at the University of Wyoming Science and Math Teaching Center's Cognition in Astronomy, Physics, and Earth sciences Research (CAPER) Team are creating and field-testing a series of laboratory experiences for non-science majoring undergraduates in introductory astronomy, ASTRO 101, based upon an inquiry-oriented teaching approach framed by the notions of backwards faded-scaffolding as an overarching theme for instruction. Backwards faded-scaffolding is a strategy where the conventional and rigidly linear scientific method is turned on its head and students are first taught how to create conclusions based on evidence, then how experimental design creates evidence, and only at the end introduces students to - what we believe is the most challenging part of inquiry - inventing scientifically appropriate questions. This exploratory development project is only in its first stages, but early results strongly suggest that the backwards faded-scaffolding approach is successfully engaging students in self-directed scientific discourse as well as increasing their knowledge of astronomy as measured by the Test of Astronomy STandards (TOAST).
Ganguly Rajib
Lyons Daniel Jonathan
Reiser Martin
Slater Stephanie J.
Slater Timothy F.
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