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| Author | : Timothy Slater |
| Publisher | : |
| Total Pages | : 190 |
| Release | : 2016-08-15 |
| Genre | : |
| ISBN | : 9781537108667 |
Revised printing of Slater & Adams book on Learner-Centered Astronomy Teaching: Strategies for ASTRO 101
| Author | : Timothy F. Slater |
| Publisher | : Addison-Wesley |
| Total Pages | : 0 |
| Release | : 2003 |
| Genre | : Astronomy |
| ISBN | : 9780130466303 |
This book provides a wealth of astronomy knowledge designed for the non-science major. Presents thorough coverage of the big ideas in astronomy. For self-study purposes for those interested in astronomy.
| Author | : Professor Timothy F Slater |
| Publisher | : Createspace Independent Publishing Platform |
| Total Pages | : 212 |
| Release | : 2016-10-29 |
| Genre | : |
| ISBN | : 9781537494203 |
The authors provide an "in the trenches" practical approach to integrate modern science education research-based activities into the Astro-101 classroom in order to increase student engagement and learning productivity.
| Author | : Andre Heck |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 284 |
| Release | : 2012-12-06 |
| Genre | : Science |
| ISBN | : 9401006660 |
Seated in a sun-lit corner of his 17th century Dutch house, his hand touching a celestial globe, Johannes Vermeer's "Astronomer" seems to pon der about the mysteries of the universe. We might make the trip to Paris and ask him, in the Louvre, what precisely is on his mind. Unfortunately, there will be no answer. But we do know what his mind was not on. It was not on the approaching deadlines for the proposals he would have to write for getting funds and telescope-time, not on the meeting of the observing programs committee, not on his refereeing duty for the journal Astronomy & Astrophysics, nor on his university's tightening budget for science. In the Kapteyn Institute at Groningen I stand face to face with the im pressive portrait of J.C. Kapteyn, painted in the year 1918. Seated at his desk he is doing his calculations with pen, pencil and tables, perhaps check ing the work of his skilled staff of human computers. Early in his career he had completed his magnum opus, the Cape Photographic Durchmusterung in collaboration with his close friend David Gill at Capetown, South Africa.
| Author | : Joel J. Mintzes |
| Publisher | : NSTA Press |
| Total Pages | : 433 |
| Release | : 2006 |
| Genre | : Education |
| ISBN | : 0873552601 |
Are you still using 20th century techniques to teach science to 21st century students? Update your practices as you learn about current theory and research with the authoritative Handbook of College Science Teaching. The Handbook offers models of teaching and learning that go beyond the typical lecture-laboratory format and provides rationales for updated practices in the college classroom. The 38 chapters, each written by experienced, award-wining science faculty, are organized into eight sections: attitudes and motivations; active learning; factors affecting learning; innovative teaching approaches; use for technology, for both teaching and student research; special challenges, such as teaching effectively to culturally diverse or learning disabled students; pre-college science instruction; and improving instruction. No other book fills the Handbook's unique niche as a definitive guide for science professors in all content areas. It even includes special help for those who teach non-science majors at the freshman and sophomore levels. The Handbook is ideal for graduate teaching assistants in need of a solid introduction, senior faculty and graduate cooridinators in charge of training new faculty and grad students, and mid-career professors in search of invigoration.
| Author | : Calvin L. Petroselli |
| Publisher | : Nova Publishers |
| Total Pages | : 320 |
| Release | : 2008 |
| Genre | : Education |
| ISBN | : 9781600219504 |
Science Education Issues and Developments.
| Author | : Katie J. Berryhill |
| Publisher | : |
| Total Pages | : 53 |
| Release | : 2016 |
| Genre | : Astronomy |
| ISBN | : 9781369094381 |
As astronomy education researchers become more interested in experimentally testing innovative teaching strategies to enhance learning in introductory astronomy survey courses ("ASTRO 101”), scholars are placing increased attention toward better understanding factors impacting student gain scores on the widely used Test Of Astronomy STandards (TOAST). Usually used in a pre-test and post-test research design, one might naturally assume that the pre-course differences observed between high- and low-scoring college students might be due in large part to their pre-existing motivation, interest, experience in science, and attitudes about astronomy. To explore this notion, 11 non-science majoring undergraduates taking ASTRO 101 at west coast community colleges were interviewed in the first few weeks of the course to better understand students' pre-existing affect toward learning astronomy with an eye toward predicting student success. In answering this question, we hope to contribute to our understanding of the incoming knowledge of students taking undergraduate introductory astronomy classes, but also gain insight into how faculty can best meet those students’ needs and assist them in achieving success. Perhaps surprisingly, there was only weak correlation between students' motivation toward learning astronomy and their pre-test scores. Instead, the most fruitful predictor of TOAST pre-test scores was the quantity of pre-existing, informal, self-directed astronomy learning experiences.
| Author | : Michael R. Matthews |
| Publisher | : Springer |
| Total Pages | : 2487 |
| Release | : 2014-07-03 |
| Genre | : Education |
| ISBN | : 9400776543 |
This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects. There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. Science educators will be grateful for this unique, encyclopaedic handbook, Gerald Holton, Physics Department, Harvard University This handbook gathers the fruits of over thirty years’ research by a growing international and cosmopolitan community Fabio Bevilacqua, Physics Department, University of Pavia
| Author | : Stephanie J. Slater |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2010 |
| Genre | : Astronomy |
| ISBN | : 9781429258609 |
"This book contains a collection of astronomy assignments like no other book available. The lessons in Engaging in Astronomical Inquiry reflect an innovative approach to learning astronomy by putting you, the learner, in the center of each and every lesson. In these lessons, you decide what specific topics you want to study, create your own research questions, design your own strategies to pursue the evidence, and defend your scientific conclusions based on the data you collect. If this sounds like you are responsible for your own learning in these lessons, you are exactly right. In Engaging in Astronomical Inquiry, you are the astronomer out there collecting data about objects in the cosmos."--Preface.
| Author | : Timothy F. Slater |
| Publisher | : Springer |
| Total Pages | : 135 |
| Release | : 2017-08-10 |
| Genre | : Science |
| ISBN | : 3319572024 |
From a noted specialist in astronomy education and outreach, this Brief provides an overview of the most influential discipline-based science education research literature now guiding contemporary astronomy teaching. In recent years, systematic studies of effective and efficient teaching strategies have provided a solid foundation for enhancing college-level students’ learning in astronomy. Teaching astronomy and planetary science at the college-level was once best characterized as professor-centered, information-download lectures. Today, astronomy faculty are striving to drastically improve the learning environment by using innovative teaching approaches. Uniquely, the authors have organized this book around strands of commonly employed astronomy teaching strategies to help readers, professors, and scholars quickly access the most relevant work while, simultaneously, avoiding the highly specialized, technical vocabulary of constructivist educational pedagogies unfamiliar to most astronomy professors. For readers who are currently teaching astronomy at the college level—or those who plan on teaching at the college level in the future—this Brief provides an indispensable guide.
