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

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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]
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Database:	Education Research Complete

Description
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]
ISSN:	0047231X
DOI:	10.2505/4/jcst17_046_04_24