General Education Earth, Astronomy and Space Science College Courses Serve as a Vehicle for Improving Science Literacy in the United States.

Details General Education Earth, Astronomy and Space Science College Courses Serve as a Vehicle for Improving Science Literacy in the United States. General Education Earth, Astronomy and Space Science College Courses Serve as a Vehicle for Improving Science Literacy in the United States.

Oct 2011

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2011epsc.conf.1779p&link_type=abstract

EPSC-DPS Joint Meeting 2011, held 2-7 October 2011 in Nantes, France. http://meetings.copernicus.org/epsc-dps2011, p.1779

Computer Science

Learning

Scientific paper

Every year approximately 500,000 undergraduate college students take a general education Earth, Astronomy and Space Science (EASS) course in the Unites States. For the majority of these students this will be their last physical science course in life. This population of students is incredibly important to the science literacy of the United States citizenry and to the success of the STEM career pipeline. These students represent future scientists, technologists, business leaders, politicians, journalists, historians, artists, and most importantly, policy makers, parents, voters, and teachers. A significant portion of these students are taught at minority serving institutions and community colleges and often are from underserved and underrepresented groups, such as women and minorities. Members of the Center for Astronomy Education (CAE) at the University of Arizona have been developing and conducting research on the effectiveness of instructional strategies and materials that are explicitly designed to challenge students' naïve ideas and intellectually engage their thinking at a deep level in the traditional lecture classroom. The results of this work show that dramatic improvement in student understanding can be made from increased use of interactive learning strategies. These improvements are shown to be independent of institution type or class size, but appear to be strongly influenced by the quality of the instructor's implementation. In addition, we find that the positive effects of interactive learning strategies apply equally to men and women, across ethnicities, for students with all levels of prior mathematical preparation and physical science course experience, independent of GPA, and regardless of primary language. These results powerfully illustrate that all students can benefit from the effective implementation of interactive learning strategies.

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