Bulletin of the American Physical Society
APS April Meeting 2015
Volume 60, Number 4
Saturday–Tuesday, April 11–14, 2015; Baltimore, Maryland
Session H8: Invited Session: Moving Astronomy Education Research Results into Teaching |
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Sponsoring Units: FEd Chair: Tim Slater, University of Wyoming Room: Key 4 |
Sunday, April 12, 2015 8:30AM - 9:06AM |
H8.00001: Impacting Society through Astronomy Undergraduate Courses Invited Speaker: Sharon Schleigh A high percentage of non-science majors enroll in undergraduate, introductory astronomy courses across the country. The perception of the astronomy course as being easier than the ``hard sciences'' and the idea that the course will focus on ``pretty pictures'', influences the interests of the non-science majors. Often the students that enroll in these courses will not take other science courses, resulting in the only opportunity to teach college students about basic scientific concepts that impact their lives. Vast misconceptions about the nature of science, the role of science and scientists in society, and social issues embedded in scientific information, impact the decisions that individuals make about every day events. In turn, these decisions influence the policies that construct our society. This talk will provide an overview of the common misconceptions and discuss how they impact our society as a whole. The research presented provides evidence of the impact that introductory college astronomy courses have on changing these everyday misconceptions and influencing non-science majors' ideas about science in society. The research suggests that introductory courses designed for non-science majors are extremely important in impacting our society, and begs for a stronger understanding and implementation of best practices for teaching and learning in the college classroom environment. [Preview Abstract] |
Sunday, April 12, 2015 9:06AM - 9:42AM |
H8.00002: ASTRO 101 Labs and the Invasion of the Cognitive Scientists Invited Speaker: Stephanie J. Slater Since the mid 1800's there has been widespread agreement that we should be about the business of engaging students in the practices of scientific research in order to best teach the methods and practices of science. There has been significantly less agreement on precisely how to teach science by mimicking scientific inquiry in a way that can be empirically supported, even with our ``top students.'' Engaging ``ASTRO 101 students'' in scientific inquiry is a task that has left our astronomy education research community more than a little stymied, to the extent that it is difficult to find non-major science students practicing anything other than confirmation exercises in college labs. Researchers at the CAPER Center for Astronomy {\&} Physics Education Research have struggled with this problem as well, until in our frustration we had to ask: ``Can research tell us anything about how to get students to do research?'' This talk presents an overview of the cognitive science that we've brought to bear in the ASTRO 101 laboratory setting for non-science majoring undergraduates and future teachers, along with the results of early studies that suggest that a ``backwards faded scaffolding'' approach to instruction in Intro Labs can successfully support large numbers of students in enhancing their understanding of the nature of scientific inquiry. [Preview Abstract] |
Sunday, April 12, 2015 9:42AM - 10:18AM |
H8.00003: A new international agenda for astronomy education research Invited Speaker: Paulo Bretones A good deal of the research on astronomy education is based on comprehensive summary reviews of scholarly production revealing trends and gaps in the area. Motivated by the recent reform of the IAU Commission Reform, we are proposing projects related to the Commission 46 and more specifically to the Working Group on Theory and Methods in Astronomy Education. The goal of this work is to present a new international agenda for research on astronomy education. In a general way we intend to encourage efforts to increase the scholarly production in the area and, at the same time, encourage summary reviews of what has been published in several regions of the globe. These reviews refer to the various forms of production of this research, published in theses dissertations, conference proceedings and journal articles. We believe that there is already sufficient production and the more complete surveys must reveal a ``hidden'' material that may be available locally and internationally. Much of the work in these venues is certainly not known by researchers in Astronomy, not only because they belong to a different area of theoretical and methodological framework, but also because they are related to teaching in Physics and general sciences, rather than Astronomy specifically. This kind of research is largely invisible because it occurs in very specific different contexts of production, culture, curriculum, materials and application in schools with local teachers and the general public. To improve the present situation, international events are proposed in various continents seeking to encourage surveys of already published materials, their studies and seeking also new key lines of research. As concrete examples, scholarly reviews and studies conducted in Brazil and other countries are shown. We believe that such actions should raise the visibility of authors and institutions and enable studies of state-of-the-art showing trends and gaps, allowing future developments and collaborations. [Preview Abstract] |
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