A Normative Survey of Planetarium Directors in the United States and Canada to Determine Current Practices in Adult Education and Opinions Regarding Selected Adult Learning Principles

Abstract

A random sample of 145 planetarium directors in the United States and Canada responded to a questionnaire concerned with their adult education activities. Data on teaching techniques used with adult groups, the types of programs offered, evaluation techniques used to assess the programs and the progress of the adult learners were gathered and compared with the rankings given to eight principles of learning applicable to adult groups. These principles concerned the degree of learner participation in setting instructional goals and in the instructional sequence. There were significant correlations between the feasibility, desirability and actual utilization of instructional techniques, although problem-centered learning and participation in planning were rarely successfully utilized. Descriptive data on the types of programs, staff training and responsibilities, and methods of course and participant evaluation are provided.