Computer Science – Learning
Scientific paper
Jan 2011
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2011aas...21740505l&link_type=abstract
American Astronomical Society, AAS Meeting #217, #405.05; Bulletin of the American Astronomical Society, Vol. 43, 2011
Computer Science
Learning
Scientific paper
National calls for reformed teaching in introductory science survey courses argue that students should be engaged in scientific inquiry rather than passively learning about scientific facts or memorizing scientific models. Indeed, the National Research Council's 2007 book on Taking Science to School proposes that students who are proficient in science have been repeatedly engaged in at least four domains. Students who are proficient in science: (1) know, use, and interpret scientific explanations of the natural world; (2) generate and evaluate scientific evidence and explanations; (3) understand the nature and development of scientific knowledge; and (4) participate productively in scientific practices and discourse. In response, faculty and students in the Center for Astronomy & Physics Education Research CAPER Team have created an approach to engaging students in astronomical research closely aligned with these principles. Called Backwards Faded Scaffolding, the approach turns the traditional sequence of scientific inquiry on its head. The process is to teach students how to construct a scientific conclusion based on evidence before teaching students how to devise an appropriate scientific question and is described elsewhere. As part of a larger effort to systematically isolate and measure the impact of a Backwards Faded Scaffolding approach, we used the Views On Scientific Inquiry, VOSI, instrument to help determine if students in introductory astronomy survey courses, also known as ASTRO 101, were exhibiting enhanced VOSI scores. Our preliminary results show that the participating students are making significant progress in most characteristics observed by the VOSI, but not all. This suggests that the Backwards Faded Scaffolding approach is effective along many of the domains of learning most desired by ASTRO 101 professors.
for Astronomy Center
Lyons Daniel Jonathan
Physics Education ResearchCAPER Team
Slater Stephanie J.
Slater Timothy F.
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