Lecture-Tutorials in Introductory Astronomy

Prather, E. E.; Dostal, Jack; Slater, Timothy F.; Adams, Jeffrey P.; Brissenden, G.; Astronomy, Conceptual

doi:10.1088/2514-3433/ab2b42ch3

Cited by 17 publications

(13 citation statements)

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“…Currently however, efforts should be made to ensure familiarity before optimal efficiency is attained. Hands-on 10.0% Which of the three ways to simulate the moon phases is your favorite method?…”

Section: Participant Preferencementioning

confidence: 99%

Virtual Reality as a Teaching Tool for Moon Phases and Beyond

Madden¹,

Won²,

Schuldt³

et al. 2019

2018 Physics Education Research Conference Proceedings

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A ball on a stick is a common and simple activity for teaching the phases of the Moon. This activity, like many others in physics and astronomy, gives students a perspective they otherwise could only imagine. For Moon phases, a third person view and control over time allows students to rapidly build a mental model that connects all the moving parts. Computer simulations of many traditional physics and astronomy activities provide new features, controls, or vantage points to enhance learning beyond a hands-on activity. Virtual reality provides the capabilities of computer simulations and embodied cognition experiences through a hands-on activity making it a natural step to improve learning. We recreated the traditional ball-and-stick moon phases activity in virtual reality and compared participant learning using this simulation with using traditional methods. We found a strong participant preference for VR relative to the traditional methods. However, we observed no difference across conditions in average levels of performance on a pre/post knowledge test.

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Section: Participant Preferencementioning

confidence: 99%

Virtual Reality as a Teaching Tool for Moon Phases and Beyond

Madden¹,

Won²,

Schuldt³

et al. 2019

2018 Physics Education Research Conference Proceedings

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“…As students work through an LT, the instructor may ask additional questions to facilitate student thinking (Koenig, Endorf, & Braun, 2007). According to Prather, Slater, Brissenden, Adams, and Dostal (2008):…”

Section: Lecture Tutorialsmentioning

confidence: 99%

An integrative review of in-class activities that enable active learning in college science classroom settings

Arthurs

Kreager

2017

International Journal of Science Education

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Engaging students in active learning is linked to positive learning outcomes. This study aims to synthesise the peer-reviewed literature about 'active learning' in college science classroom settings. Using the methodology of an integrative literature review, 337 articles archived in the Educational Resources Information Center (ERIC) are examined. Four categories of in-class activities emerge: (i) individual non-polling activities, (ii) in-class polling activities, (iii) whole-class discussion or activities, and (iv) in-class group activities. Examining the collection of identified inclass activities through the lens of a theoretical framework informed by constructivism and social interdependence theory, we synthesise the reviewed literature to propose the active learning strategies (ALSs) model and the instructional decisions to enable active learning (IDEAL) theory. The ALS model characterises in-class activities in terms of the degrees to which they are designed to promote (i) peer interaction and (ii) social interdependence. The IDEAL theory includes the ALS model and provides a framework for conceptualising different levels of the general concept 'active learning' and how these levels connect to instructional decision-making about using in-class activities. The proposed ALS model and IDEAL theory can be utilised to inform instructional decision-making and future research about active learning in college science courses.

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“…However, members of the NFW-FOLC are exclusively new physics and astronomy faculty (rather than the mix of career stages and STEM departments the NextGenPET FOLC members come from), and they are not using the same curriculum. NFW-FOLC members are implementing a range of named RBISs in their classrooms (e.g., peer instruction ( Mazur 1997 ; Crouch et al 2007 ), just in time teaching ( Novak et al 1999 ; Patterson 2004 ), lecture-tutorials for introductory astronomy ( Prather et al 2004 ; Prather et al 2013 )), as well as more generalized active learning strategies (e.g., small group work). While all of these techniques promote the active engagement of students, the NextGenPET curriculum has unique pedagogical commitments with a focus on guided-inquiry, experimentation, and model building.…”

Section: Methodsmentioning

confidence: 99%

The Taxonomy of Opportunities to Learn (TxOTL): a tool for understanding the learning potential and substance of interactions in faculty (online) learning community meetings

et al. 2021

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Background While many research-based instructional strategies in STEM have been developed, faculty need support in implementing and sustaining use of these strategies. A number of STEM faculty professional development programs aim to provide such pedagogical support, and it is necessary to understand the activity and learning process for faculty in these settings. In this paper, a taxonomy for describing the learning opportunities in faculty (online) learning community meetings is presented. Faculty learning communities, meeting either in-person or (increasingly) online, are a common form of professional development. They aim to develop the pedagogical and reflective skills of participants through regular meetings centered on conversations about teaching and learning. Results The tool presented in this paper, the Taxonomy of Opportunities to Learn (TxOTL), provides a structured approach to making sense of the dynamic interactions that occur during faculty learning community meetings. The origins and development of the TxOTL are described, followed by a detailed presentation of the constructs that make up the TxOTL: communicative approach used in a conversation, the concepts developed, and the meeting segment category. The TxOTL characterizes the learning opportunities presented by a faculty learning community conversation through describing the content of the conversation as well as how participants engage in the conversation. Examples of the tool in use are provided through an application to a faculty online learning community serving instructors of a physical science curriculum. A visual representation used to compactly display the results of applying the taxonomy to a meeting is detailed as well. These examples serve to illustrate the types of claims the TxOTL facilitates. Conclusions The TxOTL allows one to examine learning opportunities available to a faculty learning community group, analyze concept development present in their conversations, track change over time in a given group, and identify patterns between meeting segment categories and communicative approaches. It is useful for researchers as well as facilitators of these STEM faculty professional development groups. The taxonomy is most applicable to faculty (online) learning communities, with limited use for workshops and K-12 professional development contexts.

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Lecture-Tutorials in Introductory Astronomy

Cited by 17 publications

References 0 publications

Virtual Reality as a Teaching Tool for Moon Phases and Beyond

Virtual Reality as a Teaching Tool for Moon Phases and Beyond

An integrative review of in-class activities that enable active learning in college science classroom settings

The Taxonomy of Opportunities to Learn (TxOTL): a tool for understanding the learning potential and substance of interactions in faculty (online) learning community meetings

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