Physics – Physics Education
Scientific paper
Dec 2006
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006aas...20915706d&link_type=abstract
2007 AAS/AAPT Joint Meeting, American Astronomical Society Meeting 209, #157.06; Bulletin of the American Astronomical Society,
Physics
Physics Education
Scientific paper
Since 2003, the faculty from the University of Arizona’s Conceptual Astronomy and Physics Education Research (CAPER) Team have conducted teaching excellence workshops for the NASA Center for Astronomy Education. These workshops are designed to help 2and 4-year college and university faculty incorporate learner-centered teaching strategies into their ASTRO 101 courses. These workshops are supported by learner-centered curriculum approaches and instructional strategies reflecting best practices in teaching. In an effort to iteratively improve the workshops, this study evaluated the impact of the workshop on attendees’ teaching beliefs and practices using survey data, which was collected before and after the workshops, between December 2004 and August 2006. Content analysis of the surveys has revealed that college and university faculty have only a limited notion of learner-centered teaching strategies before the workshops and a greatly increased awareness after the workshops. In addition, the surveys have indicated the extent to which faculty have implemented the teaching strategies presented in the workshop, perceived barriers to implementing more learner-centered practices, the goals they have in attending the workshop, and that they find the workshop to be very valuable and enjoyable.
The CAE Workshop Series is funded by the NASA JPL Navigator Public Engagement Program, the Spitzer Education and Public Outreach Program, and the NSF Chautauqua Program.
Brissenden Gina
Dokter Erin F.
Greene W. M.
Prather Edward E.
Slater Timothy F.
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