Inquiring Astronomy: Incorporating Student-Centered Pedagogical Techniques in an Introductory College Science Course
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| Title: | Inquiring Astronomy: Incorporating Student-Centered Pedagogical Techniques in an Introductory College Science Course |
|---|---|
| Language: | English |
| Authors: | French, Debbie A., Burrows, Andrea C. |
| Source: | Journal of College Science Teaching. Mar 2017 46(4):24-32. |
| Availability: | National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Astronomy, College Science, Science Instruction, Student Centered Learning, Teaching Methods, Introductory Courses, Science Tests, Pretests Posttests, Statistical Analysis, Instructional Effectiveness |
| DOI: | 10.2505/4/jcst17_046_04_24 |
| ISSN: | 0047-231X |
| 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 active-learning activities more than astronomical facts. These results show encouraging results for creating and implementing student-centered pedagogical techniques in college science courses of all disciplines. |
| Abstractor: | As Provided |
| Number of References: | 39 |
| Entry Date: | 2017 |
| Access URL: | https://www.nsta.org/store/product_detail.aspx?id=10.2505/4/jcst17_046_04_24 |
| Accession Number: | EJ1136387 |
| Database: | ERIC |
| 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 active-learning activities more than astronomical facts. These results show encouraging results for creating and implementing student-centered pedagogical techniques in college science courses of all disciplines. |
|---|---|
| ISSN: | 0047-231X |
| DOI: | 10.2505/4/jcst17_046_04_24 |
