Peer Instruction for Astronomy
For courses in Introductory Astronomy.Peer Instruction is a simple yet effective method for teaching science. Techniques of Peer Instruction for introductory college Physics classes were developed primarily at Harvard, and have aroused interest and excitement in the Physics Education community. This approach involves students in the teaching process, making physics more accessible to them.Peer Instruction is a new trend in astronomy that is finding strong interest and is ideally suited to introductory Astronomy classes. This book is an important vehicle for providing common ground for instructors using the method nationwide, and also provides a bridge to future collaborative efforts by instructors. It is key that the instructor has a large number of thought-provoking, conceptual short-answer questions aimed at a variety of class levels. While significant numbers of such questions have been published for use in Physics, Peer Instruction for Astronomy provides the first such compilation for Astronomy.
- Paperback | 178 pages
- 152 x 224 x 14mm | 258.55g
- 24 Aug 2002
- Pearson Education (US)
- Upper Saddle River, NJ, United States
Table of contents
1. Introduction. 2. Peer Instruction for Astronomy. Active Learning: Engaging the Ego and the Mind. Cooperation and Communication. Critical Thinking. Benefiting from Diversity, and Enhancing It. Key Components of Cooperative Learning. Unearthing Prior Knowledge. Overcoming Potential Barriers to Peer Instruction.3. Recipes for the Classroom. Day One. A Brief Recipe. How to Gauge Student Understanding in Real-Time. How to Select Groups. How to Build Student Collaborative Skills. How to Facilitate Discussions.4. ConcepTests. Accessing ConcepTests. Creating ConcepTests. Using ConcepTests. ConcepTest Feedback.5. A Library of ConcepTests. The Night Sky. Measures and Methods. Telescopes. History. General Motion/Forces. Scales of Size, Distance, Mass and Power. The Elements. Radiation and the Electromagnetic Spectrum. The Earth. Earth and Moon. The Moon. The Planets. Asteroids, Meteors and Comets. The Sun. Basic Stellar Properties. Star Formation. Energy Generation in Stars and Stellar Evolution. Binary Star Systems. Stellar Populations. Our Galaxy. Normal Galaxies. Active Galaxies and Quasars. Cosmology. Dark Matter and Lensing. Origin and Evolution of Life.6. Assessment. Early Diagnostic Assessment. The Astronomy Diagnostic Test. Interactive Class Assessment. Reading Assignments & Reading Quizzes. Exams. Overall Class Grading. Evaluating Your Implementation. Cross-Institutional Evaluation.7. Epilog. 8. Readings and Resources. Readings. Web Resources.References. Appendix 1: CD-ROM Instructions. Appendix 2: The Astronomy Diagnostic Test. Index.
"With this book Paul Green has removed the largest obstacle in implementing interactive teaching in introductory astronomy classes. His questions will help you turn passive students into active learners with a renewed sense of appreciation for astronomy." - From the Foreword by Eric Mazur, Harvard University, Author of Peer Instruction: A User's Manual"Paul Green's sets of quick, in-class questions on topics of both traditional and contemporary astronomy are just the thing to keep students paying attention and to give continual feedback on what they are comprehending. I am glad to see ideas of collaborative learning extended to astronomy in such a useful way." - Jay M. Pasochoff, Williams College"I have been using peer instruction for freshman astronomy for three years. Peer instruction works-the students become engaged, they think. Most of all, they seem to get the concepts." - Fran Bagenal, Laboratory for Atmospheric and Space Physics"Straightforward talk about teaching astronomy to undergraduates. I found myself nodding and saying, 'Yes, that's exactly what it's like!' I know I'm going to encourage everybody I know who teaches astronomy to get the book. Peer instruction is a relatively painless way to segue into the world of collaborative learning for professors who may never have experienced it as undergraduates." - Beth Hufnagel, Anne Arundel Community College