Pondering astronomy’s perplexingly preposterous propositions

Slater, Timothy F. (2017) Pondering astronomy’s perplexingly preposterous propositions. The Physics Teacher, 55 (9). ISSN 0031-921X

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Official URL: https://doi.org/10.1119/1.5011841

Abstract

Astronomy is one of those ideas that naturally makes one wonder. Questions of how big? how far? how many? and how long? are just a few ideas that naturally present themselves when one contemplates the night sky and the universe. Despite astronomy’s inherent ability to captivate students’ interest, even master teachers need an evolving toolkit of innovative strategies to intellectually engage students, particularly in the domain of critical thinking.

Item Type: Article
Subjects: Astronomy Education Research
Depositing User: Mr Saeed Salimpour
Date Deposited: 06 Jun 2018 01:24
Last Modified: 20 Aug 2018 05:12
URI: http://istardb.org/id/eprint/1918

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