Astronomy and Astrophysics – Astronomy
Scientific paper
Jan 2010
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2010aas...21521705l&link_type=abstract
American Astronomical Society, AAS Meeting #215, #217.05; Bulletin of the American Astronomical Society, Vol. 42, p.439
Astronomy and Astrophysics
Astronomy
Scientific paper
For ASTRO 101, we have implemented a backwards faded scaffolding
strategy where the conventional, rigidly linear scientific method is turned on its head. Students are first taught to create conclusions based on evidence, then how experimental design creates evidence, and finally introduces students to - what we believe is the most challenging part of inquiry - inventing scientifically appropriate questions. We have been using this with hundreds of non-science majoring undergraduates to prepare them to carry out independent research projects to be presented as professional posters at an end-of-semester mini-science conference. This approach seems to have many benefits, but most importantly that students learn to successfully conceive of and produce scientific studies independently and, in the process, develop deeper understandings of the nature of science and scientific inquiry. Additionally, the tenets of how people learn clearly indicate that frequent formative assessment is critical to helping learners develop deep and flexible expertise. In response, we have created a set of peer-assessment exercises where students are provided with mock inquiry laboratory reports and tasked with evaluating them. The students are given laboratory reports where (i) conclusions are not sufficiently supported by evidence; (ii) data collection procedures do not yield sufficient evidence to answer the research question; and, most critically, (iii) evidence-based conclusions that do not tightly align with the given research questions. We also ask students to redesign one of the given inquiries, carry out the inquiry using their improved design, and finally, summarize the specific actions they took to improve the line of inquiry. We find that when students devote time to systematically evaluating less-than-perfect laboratory reports, they describe that their own skills at conducting high quality scientific inquiry are enhanced. These self-reports of metacognitive attention are confirmed by analysis of pre/post administrations of the Views on Scientific Inquiry (VOSI) instrument.
No associations
LandOfFree
Impact of Using Student-Generated Assessment Feedback to Enhance Learning Astronomy does not yet have a rating. At this time, there are no reviews or comments for this scientific paper.
If you have personal experience with Impact of Using Student-Generated Assessment Feedback to Enhance Learning Astronomy, we encourage you to share that experience with our LandOfFree.com community. Your opinion is very important and Impact of Using Student-Generated Assessment Feedback to Enhance Learning Astronomy will most certainly appreciate the feedback.
Profile ID: LFWR-SCP-O-960964