View in EDS PDF Full Text

Inquiring Astronomy: Incorporating Student-Centered Pedagogical Techniques in an Introductory College Science Course.

Saved in:
Bibliographic Details
Title: Inquiring Astronomy: Incorporating Student-Centered Pedagogical Techniques in an Introductory College Science Course.
Authors: French, Debbie A.1 debbie.french@wilkes.edu, Burrows, Andrea C.2
Source: Journal of College Science Teaching. Mar/Apr2017, Vol. 46 Issue 4, p24-32. 9p.
Subject Terms: *College science teachers, *Pedagogical content knowledge, *Intellectual development, *Science education, Astronomy
Abstract: Increases in student-centered pedagogy have been more prevalent in K-12 education than in collegiate undergraduate science education. The purpose of this study was to determine the effects of using student-centered pedagogy advocated in K-12 education on introductory astronomy students' content knowledge, interest, and recall of content taught in the semester. Forty-two students participated in the study and took the Test Of Astronomy STandards (TOAST) at the beginning and end of the semester. The students had an average initial TOAST score of 37% and a post-TOAST score of 62%; this is higher than the national average for college students and in-service teachers. Students also participated in surveys reporting their interest in astronomy, whether their interest in astronomy changed, and what they remembered from the course. Students (79%) reported the class increased their interest in astronomy in a survey given at the end of the semester. Students reported remembering the activelearning activities more than astronomical facts. These results show encouraging results for creating and implementing studentcentered pedagogical techniques in college science courses of all disciplines. [ABSTRACT FROM AUTHOR]
Copyright of Journal of College Science Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 121366257
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Inquiring Astronomy: Incorporating Student-Centered Pedagogical Techniques in an Introductory College Science Course.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22French%2C+Debbie+A%2E%22">French, Debbie A.</searchLink><relatesTo>1</relatesTo><i> debbie.french@wilkes.edu</i><br /><searchLink fieldCode="AR" term="%22Burrows%2C+Andrea+C%2E%22">Burrows, Andrea C.</searchLink><relatesTo>2</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+College+Science+Teaching%22">Journal of College Science Teaching</searchLink>. Mar/Apr2017, Vol. 46 Issue 4, p24-32. 9p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22College+science+teachers%22">College science teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Intellectual+development%22">Intellectual development</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br /><searchLink fieldCode="DE" term="%22Astronomy%22">Astronomy</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Increases in student-centered pedagogy have been more prevalent in K-12 education than in collegiate undergraduate science education. The purpose of this study was to determine the effects of using student-centered pedagogy advocated in K-12 education on introductory astronomy students' content knowledge, interest, and recall of content taught in the semester. Forty-two students participated in the study and took the Test Of Astronomy STandards (TOAST) at the beginning and end of the semester. The students had an average initial TOAST score of 37% and a post-TOAST score of 62%; this is higher than the national average for college students and in-service teachers. Students also participated in surveys reporting their interest in astronomy, whether their interest in astronomy changed, and what they remembered from the course. Students (79%) reported the class increased their interest in astronomy in a survey given at the end of the semester. Students reported remembering the activelearning activities more than astronomical facts. These results show encouraging results for creating and implementing studentcentered pedagogical techniques in college science courses of all disciplines. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of College Science Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=121366257
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.2505/4/jcst17_046_04_24
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 24
    Subjects:
      – SubjectFull: College science teachers
        Type: general
      – SubjectFull: Pedagogical content knowledge
        Type: general
      – SubjectFull: Intellectual development
        Type: general
      – SubjectFull: Science education
        Type: general
      – SubjectFull: Astronomy
        Type: general
    Titles:
      – TitleFull: Inquiring Astronomy: Incorporating Student-Centered Pedagogical Techniques in an Introductory College Science Course.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: French, Debbie A.
      – PersonEntity:
          Name:
            NameFull: Burrows, Andrea C.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Text: Mar/Apr2017
              Type: published
              Y: 2017
          Identifiers:
            – Type: issn-print
              Value: 0047231X
          Numbering:
            – Type: volume
              Value: 46
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Journal of College Science Teaching
              Type: main
ResultId 1