AAS 204th Meeting, June 2004
Session 26 Followup to Workshop for New Faculty in Physics and Astronomy
Special Session, Monday, May 31, 2004, 2:00-3:30pm, 710/712

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[26.01] Supporting Interactive Teaching Methods at the New Faculty Workshop with Astronomy Lecture-Tutorials

T.F. Slater, G. Brissenden (University of Arizona), S. Duestua (AAS), E.E. Prather (University of Arizona)

Ongoing research by the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona Steward Observatory suggests that, although faculty realize that lecture-based instruction is ineffective for many students, they are not aware of what interactive teaching strategies are available, particularly for large enrollment courses. A major emphasis of the AAPT/AAS New Faculty Workshop was to introduce faculty to effective active-learning strategies based on an understanding of how people learn. Faculty were introduced to think-pair-share methods where students work together to explain difficult concepts to each other. Faculty were also introduced to authentic assessment strategies that go beyond using traditional multiple-choice tests. In particular, faculty were introduced to Lecture-Tutorials for Introductory Astronomy. The Lecture-Tutorials are instructional materials intended for use with collaborative student learning groups and are designed specifically to be easily integrated into existing courses centered on conventional lectures and do not require any outside equipment or a drastic course revision for implementation. The materials are based on research into student beliefs and reasoning difficulties and use effective instructional strategies that center on student learning. Each workshop presentation was complimented by a follow-up small group discussion session.

If you would like more information about this abstract, please follow the link to http://caperteam.as.arizona.edu. This link was provided by the author. When you follow it, you will leave the Web site for this meeting; to return, you should use the Back comand on your browser.

The author(s) of this abstract have provided an email address for comments about the abstract: caperteam@as.arizona.edu

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