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Stars, Sight and Science: Astronomy Instruction

Stars, Sight and Science: Astronomy Instruction. Sasha Hinkley, CfAO August 6, 2001 CfAO Summer School. Overview of Astronomy component. Goals :.

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Stars, Sight and Science: Astronomy Instruction

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  1. Stars, Sight and Science: Astronomy Instruction Sasha Hinkley, CfAO August 6, 2001 CfAO Summer School

  2. Overview of Astronomy component Goals: • Primary goal was to allow students to get first hand experience with the day-to-day operations of a professional astronomer through a independent project. • Secondary goal was to explore inquiry-based learning techniques in the classroom. Results: • A roaring success! • The students far exceeded our expectations with persistent interest and remarkable scientific maturity.

  3. S^3 Astronomy Instructors Patrik Jonsson Anne Metevier Lynne Raschke Sasha Hinkley Scott Seagroves Stuart Norton Phil Choi

  4. Basic Physics/Astronomy Interactive Presentations • Size/Scale of Universe • Emission lines/blackbody spectra • Telescope making • Table Top optics • Introduction to Adaptive Optics • CCD’s • Field trip to Lick Observatory

  5. Basic Physics/Astronomy Interactive Presentations cont. In addition to some instruction on optics, the students participated in interactive lectures concerning the makeup and operation of telescopes.

  6. Inquiry Based Learning • “Inquiry is an approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding. Inquiry . . . should mirror as closely as possible the enterprise of doing real science.” --Foundations, Vol. 2 “Inquiry: Thoughts, Views and Strategies for the K-5 Classroom,” 1999. National Science Foundation. Division of Elementary, Secondary and Informal Education.

  7. Inquiry Based Learning (cont. ) Three basic stages involved in the Inquiry process: Exploration: A chance for students to become intrigued by a particular phenomenon or effect, and generate questions about the observation. Investigation: Opportunity for students to gather data, and test out any preexisting models they may have had up to that point . Meaning: A time to synthesize the gathered data and observations into a coherent picture. Also, exchange ideas with others so that patterns or similarities can be identified. “Opening Up the Black Box of Inquiry.” Rankin, Lynn and Doris Ash. Inquiry and the National Education Standards. 2001

  8. Starting Points/Exploration • Designed to capture students’ interest using hands-on materials that are easily accessible to observation. • Opportunity to raise questions that may lead to more focused investigation later.

  9. Focused Investigation • During the Starting points/Exploration • session, the students formulate questions • on their own. • Focused investigation is designed to allow students to conduct their own experiments to • answer these questions. • Opportunity for students to test their own • models and use previous conceptions as a • springboard for more complete understanding. • Delicate balance between encouragement, • guidance and fostering personal discovery!!

  10. Processing for Meaning • Chance to share observations, and reflect on experiences. • Not necessarily a final stage! This may be a perfect time to have a mid-point discussion. • Opportunity to make conceptual leaps as a group if students are stalled on the previous stage.

  11. Tools to aid the inquiry process Build off their understanding: • Build off of students’ preexisting models about the process at hand. Students will retain the ideas more effectively if they are able to modify their own understanding rather than starting as a clean slate. Internal Dialogue: • Help students to form an internal dialogue as they solve problems. By verbalizing their thought processes, students can solidify their own thinking more effectively.

  12. Why is inquiry so important? One of the eight major Science Content Standards*: • Unifying concepts and processes in science. • Science as inquiry. • Physical science. • Life science. • Earth and space science. • Science and technology. • Science in personal and social perspective. • History and nature of science. *National Science Education Standards, National Research Council, 1996.

  13. Inquiry training in Kona Graduate students and postdocs participated in the first annual retreat aimed to combine research in education in Kona, Hawaii last April. Using extremely simple household materials, participants got first-hand training in the inquiry methods and investigated the many different ways people learn.

  14. Astronomy Student Projects • “Messier marathon” • Classifying galaxy morphologies • Period of an eclipsing binary • Study of open star clusters • Study of globular star clusters.

  15. Projects Students used “real life” software. With the guidance of CfAO grad students, our students used packages such as IRAF and DAOphot to analyze their data. In addition, students made heavy use of the world-wide-web combined with hardcopy images.

  16. Results

  17. Isochrones Computer model of a cluster of stars at the same age and distance going through its lifetime.

  18. How often does the eclipse happen? • It depends on how far the stars are from each other .The stars that we observed takes about twelve hours.Some might even take thousands of years.The least that it can take is about four hours.

  19. BETTER IMAGE OF THE DISK

  20. Student Feedback • A vast majority (86%) of the students say they definitely learned what is involved in being an astronomer. Mission accomplished!! • The same number stated the most valuable parts of the experience were the intangibles: e.g. interacting with the grad students. • Many students greatly appreciated the field trip experiences: Lick observatory, Berkeley Laboratory.

  21. What next? Future Goals: • Continue the “Stars, Sight and Science” program next year with similar projects in hand. • Consider the broad range of students’ abilities: Cater the projects to better facilitate those not challenged enough. • Make projects more inquiry based, rather than too much of a “cookie cutter” format. Mentoring possibilities: • Academic year science projects. • Expand Student web page. • College admission guidance.

  22. Special Thanks • Doris Ash Assistant Professor of Education UC Santa Cruz • Barry Kluger-Bell Assistant Director for Science Institute for Inquiry Exploratorium, San Francisco, CA • Lisa Hunter Associate Director, Education and Human Resources CfAO, UCSC

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