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| Paper: |
Taking a Scientific Approach to Science Teaching |
| Volume: |
443, Earth and Space Science: Making Connections in Education and Public Outreach |
| Page: |
9 |
| Authors: |
Pollock, S. |
| Abstract: |
It is now well-documented that traditionally taught, large-scale introductory
science courses often fail to teach our students the basics. In fact, these
same courses have been found to teach students things we don't intend.
Building on a tradition of research, the physics and astronomy education
research communities have been investigating the effects of educational
reforms at the undergraduate level for decades. Both within these scientific
communities and in the fields of education, cognitive science, psychology,
and other social sciences, we have learned a great deal about student
learning and environments that support learning for an increasingly diverse
population of students. This presentation will discuss a variety of effective
classroom practices, (with an emphasis on peer instruction, “clickers,” and
small group activities), the surrounding educational structures, and examine
assessments which indicate when and why these do (and sometimes do not) work.
After a broad survey of education research, we will look at some of the
exciting theoretical and experimental developments within this field that are
being conducted at the University of Colorado. Throughout, we will consider
research and practices that can be of value in both physics and astronomy
classes, as well as applications to teaching in a variety of environments. |
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