Revitalizing astronomy teaching through research on student understanding
Which instructional strategies induce the largest conceptual and attitude gains in non -science majoring, undergraduate university students? To determine the effectiveness of lecture-based approaches in astronomy and astrob iology, we found that student scores on a 68- itern pre-test/post-test concept inventoty showed a statistically sign ificant increase from 30% to 52% correct. In contrast, stude nts evalua ted after the use of Lecture-Tutorials for lntroductory Astronomy increased to 72%. The Lecture-Tutorialsfor !11troducto1yA stronomy arc intende d for use during lectures by small student groups and to complement existing courses with conve ntional lectures. Based on extensive research on student understanding, Lecture-Tutorials for lntroductoty Astronomy offer professors an effective, learner-centered, classroom- ready alterna tive to lectures that docs not require any outs ide equipment or drastic course revision for implementation. Each 15-minute Lecture-Tutorial for Introductory Astronomy poses a carefully crafted sequence of concept ually challenging, Socratic -dialogue driven questions, along with graphs and data tables, all designed to encourage students to reason critically about difficult concepts in astronomy and astrobiology.
Slater, T. (2008). Revitalizing astronomy teaching through research on student understanding. In J. M. Pasachoff, R. M. Ros, and N. Pasachoff, Innovation in Astronomy Education (pp.189-197). Cambridge University Press