1 / 36

Assessing Methods of Instruction of Solar System Concepts

Assessing Methods of Instruction of Solar System Concepts. Michael C. LoPresto 2009 HOU Annual Conference Yerkes Observatory. Verifying the Principles of How People Learn and How Students Learn-Science though Assessments of Lecture Tutorials on Solar System Concepts

meira
Télécharger la présentation

Assessing Methods of Instruction of Solar System Concepts

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Assessing Methods of Instruction of Solar System Concepts Michael C. LoPresto 2009 HOU Annual Conference Yerkes Observatory

  2. Verifying the Principles of How People Learn and How Students Learn-Science though Assessments of Lecture Tutorials on Solar System Concepts & Astronomical Misconceptions

  3. How People LearnNational Academies Learning Environments 1-Learner-Centered 2-Knowledge-Centered 3-Assessment-Centered 4-Community-Centered

  4. How Students LearnScience in the ClassroomNational Academy of Science Good Science Instruction 1-Deal with Preconceptions; diagnostic assessment 2-Active & Collaborative; Inquiry based 3-Reflection; Formative Assessments

  5. Part 1:Lecture Tutorialsby Edward E. Prather, Tim P. Slater, Jeff Adams, Gina Brissenden, and the Conceptual Astronomy and Physics Education Research (CAPER) team • a) elicit student misconceptions • b) confront incomplete, or inaccurate ideas, • c) resolve these contradictions, • d) demonstrate to students the power of their conceptual models.

  6. Lecture-Tutorials “How-To” Lecture for approximately 20 minutes on the core required background knowledge Ask conceptually challenging, multiple-choice questions Have students work in pairs-LTs take, on average, five minutes per page-Call Time! Debrief; Give students a few minutes to ask questions; Ask them a series of questions http://astronomy101.jpl.nasa.gov/index.cfm

  7. Testing the Pedagogy Star Properties Concept Inventory (SPCI) -by Janelle Bailey Assessments; diagnostic formative-”clickers” summative 11-Tutorials from LTIA-(Prather et. Al) vs. Lectures

  8. Pre; [N=89]=27% Post; Lec. [N=47]-57%; g=0.4 Tut. [N=41]-63%; g=0.5 (without clickers-g~0.3) -formative assessment!

  9. Solar System Topics • Size & Scale-Solar System Walk • Planet Types-Comparative Planetology • Formation • Extra Solar Planets • Debris • Terrestrial Planets • Jovian Planets

  10. Turning a Lecture into a Tutorial Write out Lecture Write out main points you want to teach Turn into sequence of questions Test with students

  11. Formation of Solar System • Planets form from the leftoversof star formation • Distance from the sun controls temperature • Temperature controls what materials condense • Inside rock-metal condensation line-no planet • Beyond r/m line; inside frost line-rock/metal only • Beyond f-line, ices form on rock-metal cores • Inside f-line; higher temperatures, gases move moving too fast to capture-Terrestrial Planets. • Beyond the f-lin; lower temperatures, gases move slowly, captured by larger objects-Jovian Planets. • Jovian planets more-evolved • The different temperatures at different distances from the sun is the most important factor • Not all materials become part of a planet or planetary-system; asteroids, comets,meteors.

  12. Tutorial

  13. Assessment Questions

  14. Summative Assessment Results

  15. Surface Conditions of Terrestrial Planets

  16. Summative Assessments

  17. Part 2:Visual Assessments & Tutorials Comets & Extra Solar Planets

  18. Comets Diagnostic Assessment • Make sure that your drawing clearly showsany differences between the size of the coma and length of the tail and the direction the tail is pointing.

  19. [N=93] 46% common misconception 23%-tail direction 13%-tail size 4%-coma size

  20. Tutorial vs. Lecture

  21. Formative Assessment

  22. Questions fromSolar System Survey Pre [N=100]-14% 46% chose ‘b’ Post; lec [N=46]-48%, g=0.40 tut [N=38]-55%, g=0.48 Chose ‘b’ lec.-26%; tut.-18%

  23. Pre [N=100]-35% Post; lec [N=46]-46%, g=0.17 tut [N=38]-63%, g=0.43

  24. Summative Assessment Lecture, N=46 scores dropped to; 9%, 30% and 59% Misconceptions dropped to 15% Tutorial, N=38-scores rose to; 61%, 84% and 89 % Misconceptions dropped to3% One respondent!

  25. Extra Solar Planets

  26. Tutorial

  27. Lecture- exoplanets.org Mostly on “front” Even on “back”

  28. Conclusions Students did better with; Tutorials, Formative Assessments Learner,Knowledge, Community & Assessment Centered; Active HPL; HSL-Science -WORK!

  29. What’s Next? • All HPL vs. None? Tutorials & Formative assessments (with clickers) vs. Lectures Alone • Study on Misconceptions using HPL principles

  30. Thank You! Carl Pennypacker Steve Murrell

More Related