TY  - BOOK
AU  - Impey,Chris
AU  - Buxner,Sanlyn
ED  - Institute of Physics (Great Britain),
TI  - Astronomy education
T2  - AAS-IOP astronomy. [release 2],
SN  - 9780750317238
AV  - QB61 .I573 2020eb vol. 1
U1  - 520.711 23
PY  - 2020///]
CY  - Bristol [England] (Temple Circus, Temple Way, Bristol BS1 6HG, UK)
PB  - IOP Publishing
KW  - Astronomy
KW  - Study and teaching (Higher)
KW  - Educational - Physics
KW  - bicssc
KW  - Teaching Methods & Materials / Science & Technology
KW  - bisacsh
N1  - "Version: 20191101"--Title page verso; Includes bibliographical references; 1. Learner-centered teaching in astronomy -- 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 -- 1.6. 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 -- 1.9. Promoting the use of backward design and learner-centered teaching at the department level -- 1.10. Evaluating learner-centered teaching -- 1.11. Frequently asked questions about learner-centered teaching and its implementation; 2. Effective course design -- 2.1. Introduction -- 2.2. What is your teaching and learning philosophy? -- 2.3. Course design overview -- 2.4. Step 1 : developing learning objectives -- 2.5. Step 2 : assessing student learning -- 2.6. Step 3 : creating learning experiences -- 2.7. Step 4 : putting it all together -- 2.8. Conclusion; 3. Lecture-tutorials in introductory astronomy -- 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; 4. Technology and engagement in the university classroom -- 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?; 5. Using simulations interactively in the introductory astronomy classroom -- 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; 6. Practical considerations for using a planetarium for astronomy instruction -- 6.1. Introduction -- 6.2. Instruction in a planetarium -- 6.3. "Classic" (optomechanical) planetarium -- 6.4. Digital planetariums -- 6.5. Portable planetariums -- 6.6. Ancillary planetarium resources -- 6.7. How to get started; 7. Authentic research experiences in astronomy to teach the process of science -- 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; 8. Citizen science in astronomy education -- 8.1. Overview -- 8.2. Astro 101 : Zooniverse-based citizen science opportunities -- 8.3. Astronomical citizen science data collection projects -- 8.4. Summary; 9. WorldWide Telescope in education -- 9.1. Introduction -- 9.2. Samples of WWT in astronomy education -- 9.3. Discussion and future developments; 10. Measuring students' understanding in astronomy with research-based assessment tools -- 10.1. Introduction -- 10.2. Diagnostic tests and concept inventories -- 10.3. Instrument development and quality -- 10.4. Using diagnostic instruments in astronomy courses -- 10.5. Conclusions; 11. Everyone's universe : teaching astronomy in community colleges -- 11.1. Introduction -- 11.2. Why it matters : get to know the players -- 11.3. You matter : the job of community college faculty (in astronomy) -- 11.4. Conclusions; 12. Making your astronomy class more inclusive -- 12.1. Introduction -- 12.2. Dimensions of diversity -- 12.3. Barriers to inclusion -- 12.4. Strategies to mitigate bias and increase inclusion -- 12.5. Making astronomy inclusive -- 12.6. Resources; Astronomy instructors at 4-year and 2-year universities and college, and high school astronomy teachers; Also available in print
N2  - Astronomy is a popular subject for non-science majors in the United States, often representing a last formal exposure to science. Research has demonstrated the efficacy of active learning, but college astronomy instructors are often unaware of the tools and methods they can use to increase student comprehension and engagement. This book focuses on practical implementation of evidence-based strategies that are supported by research literature. Chapter topics include an overview of learner-centered theories and strategies for course design and implementation, the use of Lecture-Tutorials, the use of technology and simulations to support learner-centered teaching, the use of research-based projects, citizen science, World Wide Telescope and planetariums in instruction, an overview of assessment, considerations for teaching at a community college, and strategies to increase the inclusivity of courses
UR  - https://iopscience.iop.org/book/978-0-7503-1723-8
ER  -