Teaching and learning astronomy in the 21st century

Prather, E. E.; Rudolph, Alexander; Brissenden, G.

doi:10.1063/1.3248478

Cited by 54 publications

(37 citation statements)

References 13 publications

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“…Hence, we used class-average normalized gain (g) as a measure of effectiveness for our educational intervention, in addition to learning gain. Hake categorized a class-average normalized gain of 0.1–0.29 as low gain (g), 0.3–0.69 as medium gain and 0.7–1.0 as high gain [15, 18]. In our study, we observed the class-average normalized gain (g) of 0.4872 (48.72 %) in the intervention group as compared with 0.2656 (26.56 %) in control group.…”

Section: Discussionmentioning

confidence: 99%

Crossword puzzles: self-learning tool in pharmacology

Gaikwad

Tankhiwale

2012

Perspect Med Educ

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Students of the second professional MBBS course of the Indian medical curriculum (II MBBS) perceive pharmacology as a ‘Volatile Subject’ because they often find it difficult to remember and recall drug names. We evaluated the usefulness of crossword puzzles as a self-learning tool to help pharmacology students to remember drug names. We also measured the students’ satisfaction with this learning method. This was an open-label randomized, two-arm intervention study, conducted with II MBBS students (n = 70), randomly selected and assigned to two groups A (n = 35) and B (n = 35). Two self-learning modules containing crossword puzzles with antihypertensive and antiepileptic drug terms were prepared and pre-validated. Hard copies of both crossword puzzles were administered to Group A (Intervention group) on two different occasions. One hour was allotted to solve a puzzle. Students were allowed to refer to their textbooks. Group B (Control group) underwent the self-learning module without the crossword puzzles. In both groups, pre- and post-test knowledge was assessed. Students’ perceptions of the crossword puzzles were assessed using a pre-validated 10-item questionnaire. Responses to items 1–8 were recorded using a 5-point Likert scale. Responses to item 9 were recorded on a 10-point rating scale while item 10 was an open–ended question. The crossword completion index was 92.86 %. In group A, the average pre-test score was 6.09 whereas the average post-test score was 12.87 (p < 0.05). In group B, average pre- and post-test scores were 6.03 and 9.74, respectively. A significant difference (p < 0.001) was observed between the post-test scores of the two groups. The absolute learning gain was 33.9 % in Group A and 18.55 % in Group B. The response rate for the questionnaire was 100 %. Of the students, 71.43 % strongly agreed that crossword puzzles enhanced their knowledge of antihypertensive and antiepileptic drugs and were helpful for remembering and recalling the drug names, 60 % students found it challenging and a good problem solving activity and 85.71 % students opined that it was a good self-learning, recreational activity. The test scores improved when crossword puzzles, designed to improve retention of drug names, were incorporated in the self-study modules of pharmacology training. Students rated the crossword puzzles as a challenging and effective self-learning tool. Students’ acceptability for crossword puzzles further favours their usefulness as a self-learning tool. The crossword puzzle is an effective tool for ‘recreational learning’ and can be used as an active learning strategy to promote self-directed learning.

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Section: Discussionmentioning

confidence: 99%

Crossword puzzles: self-learning tool in pharmacology

Gaikwad

Tankhiwale

2012

Perspect Med Educ

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“…Difficulties understanding topics in basic astronomy are well documented [25][26][27][28]. However, previous research has focused on conceptual ideas, such as causes for the seasons, the phases of the moon, and night and day.…”

Section: Instruction: Immersion Programmentioning

confidence: 99%

Understanding and affecting science teacher candidates’ scientific reasoning in introductory astrophysics

Steinberg

Cormier

2013

Phys. Rev. ST Phys. Educ. Res.

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This study reports on a content course for science immersion teacher candidates that emphasized authentic practice of science and thinking scientifically in the context of introductory astrophysics. We explore how 122 science teacher candidates spanning three cohorts did and did not reason scientifically and how this evolved in our program. Our primary method of exploring teacher candidate reasoning is through analysis of responses to an apparently simple multiple-choice question. The question asks for the relative motion between the Sun and Earth and then for a scientific argument supporting the response. To explore these participants' reasoning and its potential impact on classroom practice, we also describe qualitative observations of how the teacher candidates were reasoning while participating in a science course, participant evaluations, and long-term follow-up with select program graduates after they had taught science in middle or high school. Our results suggest that participant ability to reason scientifically improved significantly and that this can impact classroom practice in a positive way.

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“…This change was initiated by physics education research that showed active engagement of students produced significantly greater learning gains than passive lecture (Hake 1998). This new approach to teaching has now spread to other sciences, including astronomy (Prather et al 2009). The introductory astronomy course is one of the most popular science courses for non-science majors at the college level.…”

Section: Introductionmentioning

confidence: 98%