U U sing Research on How Students Learn Astronomy to Improve Teaching Tim Slater University of...

UUsing Research on How Students Learn Astronomy to

Improve Teaching

Tim SlaterTim SlaterUniversity of ArizonaUniversity of Arizona

Department of AstronomyDepartment of AstronomyConceptual Astronomy and Physics Conceptual Astronomy and Physics Education Research (CAPER) TeamEducation Research (CAPER) Team

http://caperteam.as.arizona.eduhttp://caperteam.as.arizona.edu

Project BETA – July 26, 2007 – NASA Goddard

Post Docs, Staff Researchers, and Sabbatical VisitorsGina Brissenden Tom OlienAlex StorrsJacob Noel-Storr

Ph.D. StudentsJessie Antonellis Janelle Bailey * Erik Brogt Sanlyn BuxnerErin Dokter John Keller *Erika Offerdahl Julia Olsen *Stephanie ParkerDelphine PerrodinPebble Richwine *Andrew ShanerMathew Wenger* Recently Completed

UA FacultyTim Slater Ed PratherBruce Johnson

Chris ImpeyChristopher Harris Ingrid Novodvorsky

OverviewOverview

• Recent RESULTS you need to know about how students learn astronomy

• RESOURCES you can use to measure the impact of your programs

• Pathways you can use to CONNECT with other people teaching astronomy topics

A Short Video Clip: A Short Video Clip: State of the UnionState of the Union

1. Students enter the classroom with preconceptions about how the world works. If their initial understanding is not fully engaged, they may fail to grasp new concepts in meaningful ways that last beyond the purposes of an exam.

2. To fully develop competence, students must: (1) have a deep foundation of factual knowledge, (2) understand interrelationships among facts and concepts and (3) organize knowledge in ways that facilitate retrieval and application

3. A “metacognitive” approach to instruction can help students learn to take control of their own learning and monitor their own progress.

How People LearnHow People Learn

[How People Learn: Brain, Mind, Experience, and School (Expanded Edition), National Research Council, National Academy Press, 2000.]

In other words …In other words …

Lectures from classroom teachers or visitors, no matter how enthusiastic or articulate have very, very, very limited impact BECAUSE

Its not what the instructor does that matters; rather, it is what the students do!

Learner-Centered Astronomy Teaching Slater & Adams, Prentice Hall Publishing, 2003

Lecture works… Lecture works… for some thingsfor some things

• Can you teach someone to swim through lecture?

Lecture works… Lecture works… for some thingsfor some things

• Can you teach someone to swim through lecture?

• Can you teach someone astronomy through lecture?

Bottom Line

Depends on what you want them to learn

• Which planet is the 3rd rock from the Sun?

• Which star is the brightest start in the sky?

• How many miles in an AU?

• What is the density of Saturn? Thank you for teaching me to fetch

and roll over, but these are not skills that will help me in the long run.

Declarative Meaningful Declarative Meaningful Knowledge VS UnderstandingKnowledge VS Understanding((FACTS) (CONCEPTS)FACTS) (CONCEPTS)

• How many miles in an AU?

• What is the density of Saturn?

• How does spectral type impact a habitable zone?

• How would a star’s magnitude change if there was intervening dust?

• Which distance units make the most sense for things in the galaxy?

Can you have one without the other?

• How many miles in an AU?• What is the density of Saturn?

• How does spectral type impact a habitable zone?

• How would a star’s magnitude change if there was intervening dust?

• Which distance units make the most sense for things in the galaxy?

TASK: With two other people nearby, write out a list of three declarative FACTS and three CONCEPTUAL UNDERSTANDINGS about black holes to share with the group.

What’s the common difference? What does this mean about teaching?

What do students struggle with?What do students struggle with?

The Big Three1. Seasons

2. Moon Phases

3. Gravity

A Review of Astronomy Education Research, Astronomy Education Review, 2(2), 2003. J.M. Bailey and T.F. Slater

What Causes the Seasons?What Causes the Seasons?

A Private Universe – Pyramid Films

• New Technology Solutions

http://astro.unl.edu/naap/motion1/animations/seasons_ecliptic.swf

2. Moon Phases

3. Gravity

The diagram below shows Earth and the Sun as well as five different possible positions for the Moon. Which position of the Moon best corresponds with the phase of the Moon shown in the figure at the right?

NOT TO SCALE

Orbit of the Moon

What Causes Moon PhasesWhat Causes Moon Phases

NOT TO SCALE

Orbit of the Moon

• Before Lecture (N=42): 5% correct

Some New-Untried TechnologySome New-Untried Technology

• http://astro.unl.edu/naap/lps/animations/lps.swf

2. Moon Phases

3. Gravity

2. Moon Phases

3. Gravity

Learning About the Earth's Shape and Gravity: A Guide for Teachers and Curriculum Developers, Lori Agan, Wheaton College, and Cary Sneider, Museum of Science, Boston., Astronomy Education Review, 2(2), 2003.

2. Moon Phases

3. Gravity

Modern Topics Too

• Stellar Formation

• Cosmology

• Astrobiology

An Example on Star FormationAn Example on Star Formation

Preliminary ResultsPreliminary ResultsQ1: Describe what you think a star is. Q1: Describe what you think a star is. (N = 120)(N = 120)

• 74% said something like “a ball of gas” or “a ball of gas and dust”– N = 5 made references to The Lion King!

Pumbaa : Ever wonder what those sparkly dots are up there?

Timon : Pumbaa, I don't wonder. I know.

Pumbaa : Oh. What are they?

Timon : They're fireflies. Fireflies that, uh... got stuck up on that big bluish-black thing.

Pumbaa : Oh. Gee.... I always thought that they were balls of gas, burning billions of miles away.

[Laughter …….]

Timon : Pumba with you everything is gas.

The “Complete” Response The “Complete” Response Q2:Q2: Describe where you think stars come from.Describe where you think stars come from.Q3: Describe how you think a star is formed.Q3: Describe how you think a star is formed.

(N(Ntotaltotal = 203) = 203)

If we asked this on a final exam, what might a complete response have to included?

1. Region of gas or gas/dust2. Gravitational collapse of material in the

region3. Temperature & Pressure increase4. Fusion begins

And now we have a star!

Answer Component #1:

Region of gas or gas/dust

– 55% of the students said something about a region of gas or gas/dust

• Example: “I think stars start from gas and dust. The gas and dust starts in a cloud. The cloud starts out kind of loose and spread out….”

Preliminary ResultsPreliminary ResultsQ2:Q2: Describe where you think stars come from.Describe where you think stars come from.

Q3: Describe how you think a star is formed.Q3: Describe how you think a star is formed.(N(Ntotaltotal = 203) = 203)

Early work comprising part of Janelle Bailey’s PhD dissertation

Answer Component #2:Collapse - Matter comes together in some way – 48% included some sort of volume reduction

of matter– Only 19% of the total specifically include

gravity• Example: “Stars are formed when there is a large force of

gravity somewhere in space that pulls a bunch of little space particles together and they all collide somewhere in the middle of all this gravity and wham bam. .”

Answer Component #3:Temperature increase– Only 11% clearly define a temperature increase– Enormous difficulty in distinguishing responses

because of how temperature and heat are misused

• Example: “…These gasses, over a period of time, contract to form a with (sic) high density. After this, as the mass keeps contracting, the temperature becomes hot enough for nuclear fusion to take place….”

Answer Component #4:

Fusion or nuclear reactions occur

–Only 8% include fusion in response

• Example: “From a collection of a large amount matter and gasses enough to cause a chain reaction starting the fusion process (sic). Once that has begun the process will continue until the star runs out of fuel in billions of years.”

• Other common categories found include:

– 25% describe explosions, fire, and/or burning to describe emission heat, light, and/or energy-not a star’s formation

• BOTTOM LINE: Students think stars are spherical burning clouds of soup

An Example on Life in the UniverseAn Example on Life in the Universe

An astrobiology elective course for science majors emphasizing scientific communication. Journal of College Science Teaching. Offerdahl, E.G., Slater, T.F., & Prather, E.E. (2005).

An Example on Life in the UniverseAn Example on Life in the Universe

G. Marcy and P. Butler

Hundreds of Extra-Solar Planets

Question probing students’ beliefs Question probing students’ beliefs about limiting environments on Earthabout limiting environments on Earth

Describe an environment on Earth that would NOT ALLOW ANY form of life to exist. Cite specific examples and explain why these environments cannot support life.

Student Beliefs and Reasoning Difficulties in Astrobiology, Astronomy Education Review, 2(1), 5-27, 2002, E.G. Offerdahl, E.E. Prather, T.F. Slater

Limiting Environments on EarthLimiting Environments on EarthStudent-Supplied Response Categories

Non-science Majors (N=212)

Environments with extreme temperatures

No water 21%

Volcanoes/core of the Earth 9%

No oxygen/air 21%

No sunlight 7%

No food/nutrients 8%Student Beliefs and Reasoning Difficulties in Astrobiology, Astronomy Education Review, 2(1), 5-27, 2002, E.G. Offerdahl, E.E. Prather, T.F. Slater

Question probing students’ beliefs Question probing students’ beliefs about necessary elements for lifeabout necessary elements for life

What elements are the most important for the existence of life? Explain your reasoning.

Necessary Elements for LifeStudent-Supplied Response Categories

Non-science Majors (N=212)

Water 49%

Oxygen/air 56%

Energy source/nutrients 35%

Sun 19%

Carbon 19%

Hydrogen 13%

Temperature of the planet 11%

Summary of students’ ideasSummary of students’ ideasMost students correctly identify that life can exist without sunlight & in extreme temperatures and that life requires at least intermittent liquid water. Many students believe that life cannot exist without oxygen. Students largely failed to cite high concentrations of salt, extreme pH, or extreme cold temperatures as limiting conditions for life.Students most often cited complex organisms (such as plants, animals, and humans) rather than the more ubiquitous microorganisms.

10-44sec 10-35sec 10-32sec 10-10sec 300 sec 3x105yr 1x109yr 15x109yrRadiation

EraGUTEra

InflationEra

Electro-weakEra

ParticleEra

RecombinationEra

Galaxy and StarFormation

PresentEra

An Example on the topic of Cosmology – The Big Bang

An Example on the Topic of An Example on the Topic of Cosmology – The Big Bang Cosmology – The Big Bang

Initial Question

• Have you ever heard of the Big Bang?

– Describe what you think it is, and provide a sketch, if possible, to illustrate your answer.

Hints of a Fundamental Misconception in Cosmology, Astronomy Education Review, 1, (2), 2002 , Edward E. Prather, Timothy F. Slater and Erika G. Offerdahl

Follow-up QuestionsDescribe what you think existed or was occurring just before the Big Bang.Describe what you think existed or was occurring during the Big Bang.

Question1 Question2 Question3 Question1 Question2 Question3Student1 2 1 4 6 1 Student53 9 1 2 4 7Student2 2 1 2 3 6 Student54 9 1 2 4 1Student3 3 1 2 1 2 Student55 2 1 2 2Student4 1 1 2 4 2 3 Student56 9 1 2Student5 9 7 7 Student57 2 1 2 1Student6 3 4 2 7 7 Student58 9 1 2 4 4Student7 9 2 4 4 Student59 2 1 2 7Student8 9 2 8 9 3 Student60 7 1 2 5 6Student9 9 1 2 7 7 Student61 7 1 2 4Student10 3 4 7 7 Student62 2 1 3 7 3Student11 2 1 4 6 1 Student63 2 5 2 1 4 2 3Student12 2 1 4 6 1 Student64 5 1 2 4 7Student13 9 1 2 8 3 Student65 3 5 1 2 4 7 2Student14 3 1 2 9 7 Student66 9 1 2 4 7Student15 9 1 3 4 6 1 Student67 9 1 2 4 3Student16 7 10 6 Student68 2 5 1 2 4 2Student17 7 1 4 6 Student69 9 1 4 6 6Student18 7 1 4 3 Student70 3 5 1 2 7Student19 7 2 9 3 4 Student71 7 1 2 1Student20 9 1 2 7 5 Student72 2 1 2 6Student21 2 1 4 6 2 Student73 3 5 1 2 4 3Student22 5 7 1 2 7 1 Student74 9 1 2 6Student23 2 3 1 2 8 1 Student75 2 1 4 6 6Student24 9 10 7 Student76 5 1 2 7 6Student25 3 2 7 Student77 2 3 5 1 2 7Student26 7 1 2 8 7 Student78 2 2 9 7Student27 7 1 7 Student79 3 5 1 2 6Student28 7 1 4 7 Student80 2 5 1 7 7Student29 9 10 7 Student81 2 7 1 4 5 1Student30 9 10 7 Student82 9 2 4 7Student31 9 10 7 Student83 3 5 1 2 4 7Student32 9 10 7 Student84 9 10 7Student33 5 10 7 Student85 9 10 7Student34 7 4 1 Student86 1 2 8 3 4Student35 2 2 8 1 Student87 9 10 7Student36 2 1 2 7 Student88 2 5 1 2 4 7Student37 9 9 2 Student89 7 1 7Student38 5 1 2 4 1 2 Student90 2 10 1Student39 9 1 2 4 1 Student91 7 1 2 4 2Student40 2 5 1 4 1 Student92 7 2 8 9 11 7Student41 9 1 2 2 Student93 7 1 2 9 7Student42 4 10 6 Student94 2 1 2 9 6Student43 3 2 7 Student95 3 1 4 5 6Student44 9 1 7 Student96 7 1 2 4 7Student45 2 1 3 6 Student97 7 1 2 6Student46 2 2 2 Student98 9 1 2 3 4 1Student47 9 1 2 9 1 Student99 9 1 7Student48 2 1 2 1 Student100 7 10 7Student49 2 1 2 6 1 3 Student101 7 1 2 6 7Student50 7 1 2 6 4 Student102 7 1 4 7Student51 2 1 2 4 3 Student103 9 1 2 3 4 7Student52 1 4 7 Student104 5 1 8 7

Student105 2 1 4 6

Summary of Students’Summary of Students’ Pre-instruction Ideas on the Big Bang Pre-instruction Ideas on the Big Bang

• 86% of students (N=167) report that they have heard of the Big Bang. Only 54% of these students describe the Big Bang as a theory about the creation of the universe.

• 69% of students (N=133) describe some configuration of matter existing in the universe prior to the Big Bang.

• 49% of students (N=133) describe the Big Bang as an explosion that distributes matter throughout the universe.

• 17% of students (N=133) describe the Big Bang as event that combined matter together to form objects in the universe.

What’s wrong with these What’s wrong with these students?students?

Two Models Of Students’ Two Models Of Students’ UnderstandingUnderstanding

Misconception Model

Primitives Model

Adapted from a slide by Rachel Scherr, University of Maryland

Two Models Of Students’ Two Models Of Students’ UnderstandingUnderstanding

Primitives Model

Adapted from a slide by Rachel Scherr, University of Maryland

Misconception Model

Students enter your lecture hall with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for the purposes of a test but revert to their preconceptions outside the classroom.

•When children touch something on the stove, they learn that temperature increases with decreasing distance•When children hear a car’s horn, they learn that sound intensity increases with decreasing distance•When children see a bright flashlight, they learn that brightness increases with decreasing distance

CLOSE MEANS MORE

FACETS of knowledge

(similar to Minstrell, 1989)

Phenomenological

PRIMITIVES (similar to di Sessa, 1993)

How Do “Primitive-like” Ideas Impact How Do “Primitive-like” Ideas Impact Teaching and Learning Astronomy?Teaching and Learning Astronomy?

CLOSE MEANS MORE

It’s hotter in the summer because we are closer to the Sun

MOTION REQUIRES FORCE

Spaceships need rockets on at all times to keep moving

INTERFERENCE I can’t see all of the Moon because the Earth is in the way

OHM’S P-PRIM All bright stars must be very hot

1-2-3-MORE The solar system contains millions of stars

A comet is a tiny galaxy

What’s wrong with our What’s wrong with our students?students?

What’s underlying their What’s underlying their thoughts about the beginning thoughts about the beginning

of everything?of everything?

You can’t make You can’t make something from something from

nothing!!nothing!!

CLOSE MEANS MORE It’s hotter in the summer because we are closer to the Sun

CAN’T MAKE SOMETHING FROM NOTHING

The Big Bang organized pre-existing matter

CLOSE MEANS MORE It’s hotter in the summer because we are closer to the Sun

CAN’T MAKE SOMETHING FROM NOTHING

The Big Bang organized pre-existing matter

There is no air on the Moon so there cannot be gravity on the Moon

Just the tip Just the tip of the of the

icebergiceberg

AJP Resource Letter: Astronomy Education Research. J.M. Bailey & T.F. Slater, American Journal of Physics , 2005

1. Seasons depend on the distance between the Earth

& Sun 2. There are 12 zodiac constellations 3. The constellations are only the stars making the

patterns 4. The North Star is the brightest star in the night sky 5. Stars last forever 6. All stars are same color 7. Stars really twinkle 8. All stars are isolated 9. Pulsars are pulsating stars 10. Asteroid belt is densely packed, as in “Star Wars” 11. Meteors, Meteorites, Meteoroids, Asteroids, and

Comets are the same things 12. A shooting star is actually a star falling through the

sky 13. Comet tails are always behind the comet 14. Comets are burning and giving off gas as their tails 15. All planetary orbits are circular

16. All planets have prograde rotation 17. All moons are spherical 18. We see all sides of the Moon 19. Ours is the only moon 20. Spring tide only occurs in the Spring 21. Only the Moon causes tides/the

Moon has no effect on tides 22. High tide is only between the Earth

and Moon 23. Once the ozone is gone, its gone

forever 24. Mercury is hot everywhere on its

surface 25. Giant planets have solid surfaces 26. Saturn is the only planet with rings 27. Saturn’s rings are solid 28. Pluto is always the farthest planet

from the Sun 29. The Sun primarily emits yellow light 30. The Sun is solid & shines by burning

gas or from molten lava 31. The Sun always rises directly in the

East 32. Black holes are empty space 33. Black holes are huge vacuum

cleaners in space, sucking everything in.

Adapted from – Heavenly Errors, Comins N. , 2001

1. Seasons depend on the distance between the Earth

& Sun 2. There are 12 zodiac constellations 3. The constellations are only the stars making the

patterns 4. The North Star is the brightest star in the night sky 5. Stars last forever 6. All stars are same color 7. Stars really twinkle 8. All stars are isolated 9. Pulsars are pulsating stars 10. Asteroid belt is densely packed, as in “Star Wars” 11. Meteors, Meteorites, Meteoroids, Asteroids, and

Comets are the same things 12. A shooting star is actually a star falling through the

sky 13. Comet tails are always behind the comet 14. Comets are burning and giving off gas as their tails 15. All planetary orbits are circular

16. All planets have prograde rotation 17. All moons are spherical 18. We see all sides of the Moon 19. Ours is the only moon 20. Spring tide only occurs in the Spring 21. Only the Moon causes tides/the

Moon has no effect on tides 22. High tide is only between the Earth

and Moon 23. Once the ozone is gone, its gone

forever 24. Mercury is hot everywhere on its

surface 25. Giant planets have solid surfaces 26. Saturn is the only planet with rings 27. Saturn’s rings are solid 28. Pluto is always the farthest planet

from the Sun 29. The Sun primarily emits yellow light 30. The Sun is solid & shines by burning

gas or from molten lava 31. The Sun always rises directly in the

East 32. Black holes are empty space 33. Black holes are huge vacuum

cleaners in space, sucking everything in.

Adapted from – Heavenly Errors, Comins N. , 2001

Student (Student (mismis)-Understandings)-Understandingsthe beliefs and reasoning difficulties students bring to the beliefs and reasoning difficulties students bring to

the classroomthe classroom

• Stuff they can’t name (or simply name incorrectly)• Alternative Conceptions

– Robust, locally consistent, naturally acquired, historically rooted, common default position

• Reasoning Difficulties– Misapplied details of underdeveloped conceptual models;

confusion between model results and the model itself

FIRST RESPONSEFIRST RESPONSE

• Buy computer video projectors• Provide students with copies of our

PowerPoint slides• Create JAVA & FLASH simulations so we

can demonstrate complicated models to students

• Create extensive www sites for students to read outside of class

Assumption #1 - Lecture is largely ineffective at promoting deep

conceptual change• Single group, multiple-measures, quasi-experimental

research design (no randomized control group)

• Non-science majors enrolled in ASTRO 101 at UAz• Instrument used: A 68-item, research-based multiple

choice questionnaire • Pre-Course: two forms, A&B, which each contained a

subset of questions• Post-Lecture: questions administered in subsets that

directly reflected topic of lecture

The Effectiveness of Lecture-Tutorial Approach to Introductory Astronomy, Prather, Slater, Adams, et. al., Astronomy Education Review (2004)

Celestial Motion of Objects Celestial Motion of Objects You observe a star rising directly to the east. When this star reaches its highest position above the horizon, where will it be?

a) high in the northern sky b) high in the eastern sky c) high in the southern sky d) high in the western sky e) directly overhead

Celestial Motion of Objects Celestial Motion of Objects

You observe a star rising directly to the east. When this star reaches its highest position above the horizon, where will it be?

a) high in the northern sky b) high in the eastern sky c) high in the southern sky d) high in the western sky e) directly overhead

NOT TO SCALE

Orbit of the Moon

NOT TO SCALE

Orbit of the Moon

NOT TO SCALE

Orbit of the Moon

• Before Lecture (N=42): 5% correct• After Lecture (N=127): 53% correct

Volcanoes are usually found in places wherea) the low pressure of the atmosphere pulls the lava/magma to the surface.b) earthquakes occur from oceanic plates colliding with continental plates.c) deep-rooted mountains have cracked Earth's crust.d) Earth's rotation has caused weak spots in its crust.

Pre-Course (n=39) 54%

Post-Lecture (n=102) 64%

A planet that still has numerous cratersfrom meteorite impacts visible on its surface likely has

a) no ocean to cover the craters.b) no atmosphere to protect the surface.c) a cold, solid interior.

Pre-Course (n=39) 21% correct

Post-Lecture (n=100) 13% correct

The change in position of the continentsover time is primarily caused by

a) continental plates floating on the ocean.b) mantle material circulating inside Earth.c) Earth's slow shrinking as it cools.

d) global wind patterns and sustained ocean currents.

Pre-course (n=39) 31% correct

Post-lecture (n=101) 49% correct

If you were to build a telescope on Earth's surface, which of the following wavelengths of light would be most easily observed by this telescope?a) gamma rayb) X-rayc) ultravioletd) radio

conceptual change• Instrument used: A 68 items research based

multiple choice questionnaire

• Pre-Course: two forms, A&B, which each contained a subset of questions

Pre-Course mean: 30% (nA=39,nB=42)

• Pre-Course: two forms, A&B, which each contained a subset of questionsPre-Course mean: 30% (nA=39,nB=42)Post-Lecture mean: 52% (n ~ 100)

A Commonly Held A Commonly Held InaccurateInaccurate Model of a Student’s Model of a Student’s Conceptual FrameworkConceptual Framework

tabla rasa

Bill Watterson, Calvin and Hobbs

A Commonly Held A Commonly Held InaccurateInaccurate Model of Teaching and LearningModel of Teaching and Learning

Bill Watterson, Adapted from Joe Reddish, Calvin and Hobbs AAPT San Diego 2001

So What Can You Do About It?So What Can You Do About It?

• Lecture more loudly?

We need to change our paradigm about who is responsible for learning!

So What Can You Do About It?So What Can You Do About It?• It’s not what the instructor does that

matters; rather, it is what the students do that matters

• Create an learner-centered environment that promotes the intellectual engagement of students

For large-enrollment lectures, we created “Lecture Tutorials for Introductory Astronomy”

The Effectiveness of a Lecture-Tutorial Approach to Instruction, Astronomy Education Review, 2004. Prather, Slater, Adams, Bailey, Dostal & Jones

Development of Development of Lecture-TutorialsLecture-Tutorialsfor Introductory Astronomyfor Introductory Astronomy

• Based on the topics faculty most often cover • Require 15-minutes and are designed for easy

implementation into existing traditional lecture courses

• Socratic-dialogue driven, highly-structured collaborative learning activities designed to:• elicit misconceptions• confront naïve, incomplete, or inaccurate ideas• resolve contradictions• demonstrate the power of THEIR conceptual

models

Post-Tutorial (n=115) 79%

Post-Tutorial (n=108) 78% correct

Post-tutorial (n=106) 88% correct

Post-tutorial (n=78) 67% correct

• Pre-Course: two forms, A&B, which each contained a subset of questionsPre-Course mean: 30% (nA=39,nB=42)Post-Lecture mean: 52% (n ~ 100)

• Pre-Course: two forms, A&B, which each contained a subset of questionsPre-Course mean: 30% (nA=39,nB=42)Post-Lecture mean: 52% (n ~ 100)Post-Lecture Tutorial: 72% (n ~ 100)

Don’t forget …Don’t forget …

Its not what the instructor does that matters; rather, it is what the students do!

Learner-Centered Astronomy Teaching: Strategies for ASTRO 101. Slater & Adams, Prentice Hall Publishing, 2002.

AActivity or ctivity or aactivityctivity

activity = Just having students DO STUFF

Activity = Repeatedly intellectually engage students with meaningful phenomena to create deep conceptual understanding

activity = Just having students DO STUFF

HOW DO YOU KNOW THE DIFFERENCE?

Activity = Repeatedly intellectually engage students with meaningful phenomena to create deep conceptual understanding

Rigorous evaluation– We made this stuff, they liked it, they had a

good time, they manipulated data and got reasonable results

– Assessment of pre-existing student ideas and reasoning difficulties learners bring to the table

– Repeated evaluation of pre- to –post learning gains cause interactive improvements

– Triangulated with other data (other diagnostics, interviews, observations, etc.)

– Assessment of pre-existing student ideas and reasoning difficulties learners bring to the table

– Repeated evaluation of pre- to –post learning gains cause interactive improvements

– Triangulated with other data (other diagnostics, interviews, observations, etc.)

• Active learning is when students take active responsibility for participating in and monitoring of their own learning by engaging in critical reasoning about the ideas presented in the class.

• The educational effectiveness of activities must be meaningfully evaluated both to make improvements and for our community to make progress.

So what?So what?

• Research results are impacting the creation of new activities

• Ranking Tasks

• Sorting Tasks

• Vocabulary in Context

Example Ranking Task….The figure below shows the faces of six people (A – G).The figure below shows the faces of six people (A – G).

Rank these people by AGE from least to greatest.

Least ____, ____, ____, ____, ____, ____ Greatest

Example: Scale of the Universe Description: Consider the images of six different astronomical objects (A-F) below.

A. The Moon

D. Neutron Star E. Nebula

F. The Solar System

B. The Sun C. Spiral Galaxy

A) Ranking Instructions: Rank the objects in terms of SIZE from smallest to largest. Assume that objects are a “typical” size for that type of object. Ranking Order: Smallest 1 ___, 2 ____, 3 ____, 4 ____ 5, ____, 6____ Largest B) Ranking Instructions: Rank the objects in terms of MASS from least to most. Assume that objects are a “typical” mass for that type of object. Ranking Order: Least 1 ___, 2 ____, 3 ____, 4 ____ 5, ____, 6____ Most

Example: Phases of the Moon

Description: In each figure below (A – D) the Moon is shown in a particular phase along with

the position in the sky that the Moon would have at one time during the day (or night). The

dark areas on each moon figure show the unlit portions of the Moon visible from Earth at

that time. Assume that sunset occurs at 6 pm and that sunrise occurs at 6 am.

Ranking Instructions: Use the time each Moon phase (A – D) would appear as shown to rank the figures (from earliest to latest), starting from sunrise (6 am).

Ranking Order: Earliest (about 6 am) 1 ___ 2 ____ 3 ____ 4 ____ Latest

Sorting Tasks Task….The figure below shows the faces of six people (A – G).The figure below shows the faces of six people (A – G).

Which are males and which are females?

Vocabulary in ContextVocabulary in Context

New Tools to Measure ImpactNew Tools to Measure Impact

• Astronomy Diagnostic Test

• Lunar Phases Concept Inventory

• Stars and Star Formation Concept Inventory

• Global Warming Concept Inventory

• Light and Spectra Concept Inventory

Light and Spectra Concept InventoryLight and Spectra Concept Inventory

How Do I Keep Up With It All?How Do I Keep Up With It All?• Astronomy Education Review

– http://aer.noao.edu

• ASP/AAE AstroEd_News– Send blank email to astroed_news-

subscribe@yahoogroups.com

• National Digital Libraries– DLESE.org and AstronomyCenter.org

• What else?

UUsing Research on How Students Learn Astronomy to

Improve Teaching

Tim SlaterTim SlaterUniversity of ArizonaUniversity of Arizona

Department of AstronomyDepartment of AstronomyConceptual Astronomy and Physics Conceptual Astronomy and Physics Education Research (CAPER) TeamEducation Research (CAPER) Team

http://caperteam.as.arizona.eduhttp://caperteam.as.arizona.edu

Project BETA – July 26, 2007 – NASA Goddard

U U sing Research on How Students Learn Astronomy to Improve Teaching Tim Slater University of...

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