Computer Science – Learning
Scientific paper
Jan 2010
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2010aas...21535204l&link_type=abstract
American Astronomical Society, AAS Meeting #215, #352.04; Bulletin of the American Astronomical Society, Vol. 42, p.535
Computer Science
Learning
Scientific paper
An overarching goal of contemporary astronomy teaching for non-science majoring undergraduates in ASTRO 101 is to move beyond a focus on memorizing endless facts to actually carrying out genuine scientific inquiry in astronomy. We have had early success in our ASTRO 101 labs using a highly structured approach we call backwards faded scaffolding. This approach supports students in learning to ask and productively pursue data for their own research questions in specific content areas closely linked to lecture. As a culminating summative assessment, we host a 2-hour mini-conference in our student union featuring student posters. Students produce and defend poster presentations, mimicking an American Astronomical Society conference poster session. Far more comprehensive than fact-laden book reports, these research presentations require students to formulate their own research questions, devise strategies to collect and organize evidence, present conclusions that are data-driven, and propose follow-up research questions for their next steps. Students peer grade one another on all of these aspects using a common scoring rubric sheet. These poster projects have been evaluated using a scoring rubric to determine the quality of inquiry presented in order to attain a preliminary measure of the students’ ability to carry out genuine inquiry in astronomy after learning with the backwards faded scaffolding approach.
Lyons Daniel Jonathan
Reiser Martin
Slater Stephanie J.
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