Extreme Solar System in the Undergraduate Classroom

Details Extreme Solar System in the Undergraduate Classroom Extreme Solar System in the Undergraduate Classroom

Dec 2010

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2010agufmed23a0699b&link_type=abstract

American Geophysical Union, Fall Meeting 2010, abstract #ED23A-0699

Other

[0810] Education / Post-Secondary Education, [0825] Education / Teaching Methods, [0850] Education / Geoscience Education Research, [6200] Planetary Sciences: Solar System Objects

Scientific paper

One of the greatest challenges for science educators today is to engage non-science students in the scientific process - to help them realize that science is cool, interesting, and fun. With NASA’s Year of the Solar System beginning in October 2010, a course that explores some of the most extreme places in our Solar System may be just the hook needed to improve attitudes toward science. We use three unique inquiry-based approaches in a freshman-level introductory science course to engage non-science students: 1) Emphasis on “extreme” phenomena in our Solar System, 2) Research papers and oral presentations in which “extreme experts” (students) try to convince a mock NASA panel where the next planetary mission should be, and 3) Science Portfolios in which students ask their own scientific questions, design their own scientific experiments, and evaluate their own scientific growth. The effectiveness of these approaches (as determined from pre-/post- surveys, focus groups, and other instruments) will be presented. Preliminary results show that students become less intimidated by science and feel that science has become more important in their everyday lives.

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