Testing The Scale-up Approach To Introductory Astronomy

Details Testing The Scale-up Approach To Introductory Astronomy Testing The Scale-up Approach To Introductory Astronomy

Sep 2008

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2008aas...212.4007k&link_type=abstract

American Astronomical Society, AAS Meeting #212, #40.07; Bulletin of the American Astronomical Society, Vol. 40, p.536

Computer Science

Learning

Scientific paper

Ithaca College physics department has begun transforming our general education astronomy courses into hands-on, active-learning courses from the previous lecture-based format. We are using the SCALE-UP model (Student Centered Activities for Large Enrollment University Programs) pioneered at North Carolina State University. Expanding on the successes of Studio Physics (developed at RPI), which exchanges traditionally separate lecture/recitation/ laboratory sessions for one dynamic, active-learning environment for approximately 40 students, SCALE-UP extends this model to accommodate 100+ students by using large round tables creating naturally smaller groups of students. Classes meet three times per week with each class blending lecture, hands-on activities, group problem solving, and the use of student polling devices. We are testing whether this mode of teaching astronomy will lead to a better understanding of astronomy and the nature of science. Applying this approach in both the SCALE-UP classroom (90 students) and a traditional lecture classroom (45 students) in spring 2008, we report on our early results and lessons learned after one semester. We also discuss some of our lingering implementation questions and issues, such as: whether to use the same or different instructor in two parallel sections, requiring textbook reading, reading quizzes, on-line homework and activities, how much math to include, development of hands-on activities, and culling the typically overpacked intro astronomy syllabus.

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