Astronomy education. Volume 1, Evidence-based instruction for introductory courses / Chris Impey and Sanlyn Buxner.

"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 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.

Astronomy instructors at 4-year and 2-year universities and college, and high school astronomy teachers.

Also available in print.

Mode of access: World Wide Web.

System requirements: Adobe Acrobat Reader, EPUB reader, or Kindle reader.

Chris Impey is a University Distinguished Professor of Astronomy and Associate Dean of the College of Science at the University of Arizona. He has won eleven teaching awards and has taught two online classes with over 180,000 enrolled and over 2 million minutes of video lectures watched. He is a past Vice President of the American Astronomical Society and he has been an NSF Distinguished Teaching Scholar, the Carnegie Council's Arizona Professor of the Year, and most recently, a Howard Hughes Medical Institute Professor. Sanlyn Buxner is an Assistant Research Professor in the Department of Teaching, Learning, and Sociocultural Studies at the University of Arizona where she also serves as the Director of Graduate Studies. In addition, she is a Research Scientist and Education and Communication Specialist at the Planetary Science Institute. She is the current Education and Outreach Officer for the Division for Planetary Sciences of the American Astronomical Society.

Title from PDF title page (viewed on December 9, 2019).