Astronomy Education Volume 1: Evidence-based instruction for introductory courses

PRELIMS.pdf
Preface
Editor biographies
Chris Impey
Sanlyn Buxner
Contributors
CH001.pdf
Chapter 1 Learner-Centered Teaching in Astronomy
Chapter Objectives
1.1 Introduction
1.2 What Is Learner-centered Teaching?
1.3 How Humans Learn: The Rationale for LCT
1.4 Knowing, Engaging, and Assessing Students
1.5 Learner-centered Teaching, Universal Design for Learning, and Inclusive Excellence
1.5.1 Universal Design for Learning
1.5.2 Inclusive Excellence
1.6 Learner-centered Teaching as a Motivational Tool
1.7 Learner-centered Teaching as a Means to an End: The Importance of Learning Objectives and Backward Design
1.8 Setting up Learner-centered Teaching in Your Class
1.8.1 Trying to Do Too Much at Once
1.8.2 Not Getting Student Buy-in
1.8.3 Not Getting Teaching Team Buy-in
1.9 Promoting the Use of Backward Design and Learner-centered Teaching at the Department Level
1.9.1 Advantage of Backward Design across a Program of Study
1.9.2 Advantages of Backward Design at the Course Level
1.9.3 Advantages of Promoting Learner-centered Teaching Techniques across a Program of Study and in Individual Courses
1.9.4 The Head of Department as Role Model and Resource Provider
1.10 Evaluating Learner-centered Teaching
1.11 Frequently Asked Questions about Learner-centered Teaching and Its Implementation
References
CH002.pdf
Chapter 2 Effective Course Design
Learning Objectives
2.1 Introduction
2.2 What is Your Teaching and Learning Philosophy?
2.3 Course Design Overview
2.3.1 Course Design Methods
2.3.2 Course Design Prep
2.4 Step 1: Developing Learning Objectives
2.4.1 Big Ideas, Goals, and Questions
2.4.2 Significant Learning
2.4.3 Tutorial: Writing Learning Objectives
2.5 Step 2: Assessing Student Learning
2.5.1 Types of Assessment
2.5.2 Feedback Loops
2.5.3 Assessment Strategies
2.5.4 Designing Assessments that Align
2.6 Step 3: Creating Learning Experiences
2.6.1 Active Learning Primer
2.6.2 Choosing and Aligning Learning Activities
2.6.3 Resources
2.7 Step 4: Putting It All Together
2.7.1 Checking for Alignment
2.7.2 Finding the Flow
2.7.3 Communicating Your Course Plan
2.8 Conclusion
Acknowledgments
References
CH003.pdf
Chapter 3 Lecture-Tutorials in Introductory Astronomy
Chapter Objectives
3.1 Introduction
3.2 Preparing to Implement Lecture-Tutorials
3.3 Best Practices when Facilitating Collaborative Groups Working though Lecture-Tutorials
3.4 Case Study: The Astro 101 Megacourse
3.5 Summary
Acknowledgments
References
CH004.pdf
Chapter 4 Technology and Engagement in the University Classroom
Chapter Objectives
4.1 Introduction: Why Engagement is Important, and How Technology May Increase or Reduce It
4.2 Backward Design Makes Technology Use More Successful
4.3 A Range of Technologies
4.4 Technology that Reduces Student Engagement and Learning—Smartphones and Laptop Computers
4.5 The Same Technology, Highly Different Outcomes: Why? Differences in Implementation
4.6 Do Not Assume that Students Will Use It Like You Designed It
4.7 The Importance of Metacognition
4.8 Assessment: How Do You Know If You Reached Your Goal?
References
CH005.pdf
Chapter 5 Using Simulations Interactively in the Introductory Astronomy Classroom
Chapter Objectives
5.1 Characteristics of Computer Simulations
5.2 The College Astronomy Education Landscape
5.3 A Framework for Interactive Simulation Usage in the Classroom
5.4 Implementing the Framework: Example 1—The NAAP Lunar Phase Simulator
5.5 Implementing the Framework: Example 2—The PhET Gravity and Orbits Simulator
5.6 Conclusions
References
CH006.pdf
Chapter 6 Practical Considerations for Using a Planetarium for Astronomy Instruction
Chapter Objectives
6.1 Introduction
6.2 Instruction in a Planetarium
6.3 “Classic” (Optomechanical) Planetarium
6.4 Digital Planetariums
6.5 Portable Planetariums
6.5.1 About Portable Planetariums
6.5.2 Advantages and Disadvantages
6.5.3 Sources and Resources for Portable Planetariums
6.6 Ancillary Planetarium Resources
6.7 How to Get Started
References
CH007.pdf
Chapter 7 Authentic Research Experiences in Astronomy to Teach the Process of Science
Chapter Objectives
7.1 Introduction
7.2 The RBSE Curriculum
7.3 The Projects
7.4 Student Discoveries
7.5 Student Gains
7.6 Other Resources and Programs for Authentic Research Experiences in Astronomy Classes
7.7 Conclusions
Acknowledgments
References
CH008.pdf
Chapter 8 Citizen Science in Astronomy Education
Chapter Objectives
8.1 Overview
8.2 Astro 101: Zooniverse-based Citizen Science Opportunities
8.2.1 Zooniverse
8.2.2 Improving Student Attitudes toward Science with a Citizen Science Assignment
8.2.3 Engaging Students in Authentic Research through Citizen Science
8.2.4 Mixing Hands-on Activities with Online Citizen Science
8.3 Astronomical Citizen Science Data Collection Projects
8.3.1 Description of the RECON Citizen Science Project
8.3.2 Citizen Science Insights from the RECON Project
8.4 Summary
References
CH009.pdf
Chapter 9 WorldWide Telescope in Education
Chapter Objectives
9.1 Introduction
9.1.1 WorldWide Telescope and Its History
9.2 Samples of WWT in Astronomy Education
9.2.1 WWT in College Introductory Astronomy Courses
9.2.2 WWT in K–12 Education
9.2.3 Technology Requirements for Running the WWT K–12 Labs
9.3 Discussion and Future Developments
Acknowledgments
References
CH010.pdf
Chapter 10 Measuring Students’ Understanding in Astronomy with Research-based Assessment Tools
Chapter Objectives
10.1 Introduction
10.2 Diagnostic Tests and Concept Inventories
10.2.1 Some Definitions
10.2.2 Diagnostic Tests
10.2.3 Concept Inventories
10.3 Instrument Development and Quality
10.4 Using Diagnostic Instruments in Astronomy Courses
10.5 Conclusions
References
CH011.pdf
Chapter 11 Everyone’s Universe: Teaching Astronomy in Community Colleges
Chapter Objectives
11.1 Introduction
11.2 Why It Matters: Get to Know the Players
11.2.1 Enrollments
11.2.2 Who Takes Astro 101?
11.2.3 Special Considerations
11.2.4 Who Teaches Astro 101?
11.3 You Matter: The Job of Community College Faculty (in Astronomy)
11.3.1 Environment, Workload, and Resources
11.3.2 Compensation and Benefits
11.3.3 Other Part-time Challenges
11.3.4 Rays of Hope
11.3.5 Some Advice
11.4 Conclusions
Acknowledgments
References
CH012.pdf
Chapter 12 Making Your Astronomy Class More Inclusive
Chapter Objectives
12.1 Introduction
12.1.1 Making Your Instruction Inclusive
12.2 Dimensions of Diversity
12.2.1 Gender
12.2.2 Ethnicity
12.2.3 Race
12.2.4 LGBTQIA*
12.2.5 Socioeconomic
12.2.6 Disability
12.2.7 Neurodiversity
12.2.8 Religion
12.2.9 Age
12.2.10 Family Obligations
12.2.11 Intersectionality
12.3 Barriers to Inclusion
12.3.1 Implicit Bias
12.3.2 Stereotype Threat
12.3.3 Micro/Macro Aggressions/Affirmations
12.3.4 Imposter Syndrome
12.4 Strategies to Mitigate Bias and Increase Inclusion
12.4.1 Before the Course
12.4.2 During the Course
12.4.3 After the Course
12.5 Making Astronomy Inclusive
12.5.1 Examples
12.5.2 Metaphors
12.5.3 Connections
12.5.4 Demonstrations
12.5.5 Stories
12.6 Resources
References