Insights from a decade of research into the teaching and learning of space science. (Invited)

Details Insights from a decade of research into the teaching and learning of space science. (Invited) Insights from a decade of research into the teaching and learning of space science. (Invited)

Dec 2009

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2009agufmed44a..01p&link_type=abstract

American Geophysical Union, Fall Meeting 2009, abstract #ED44A-01

Computer Science

Learning

[0810] Education / Post-Secondary Education, [0820] Education / Curriculum And Laboratory Design, [0830] Education / Teacher Training, [0840] Education / Evaluation And Assessment

Scientific paper

Members of the Center for Astronomy Education (CAE) have conducted research in classes with less than ten students and classes with over 300. We have investigated the learning that occurs in online learning environments and in-person formal classrooms. We have examined the effectiveness of instruction while working with the public, non-science majors, pre- and in-service teachers, graduate students and college faculty. The journey helped create a theoretical framework for teaching and learning that informs the many national projects that we currently run today through the NSF sponsored Collaboration of Astronomy Teaching Scholars (CATS). We will highlight the development of research-validated active engagement instructional strategies designed to help students’ overcome their naïve beliefs and reasoning difficulties. We will share results from a study involving more than 4000 student from 69 classes across the country in which the Light and Spectra Concept Inventory (LSCI) was used to measure students’ gains in understanding after an entire semester of instruction. This study, coupled with a multivariate analysis of student information over 15 demographics provides significant evidence that the most important aspect of helping students learn rests with how effective one implements interactive learning strategies in their classroom. Thus a critical need faces our community for professional development opportunities that focus on improving instructors’ Pedagogical Content Knowledge (PCK).

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