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Title:
Results from a Case Study Investigation on the Adoption of Learner-Centered Strategies in Introductory Astronomy
Authors:
Bailey, Janelle M.; Nagamine, K.
Affiliation:
AA(Univ. Nevada, Las Vegas), AB(Univ. Nevada, Las Vegas)
Publication:
American Astronomical Society, AAS Meeting #212, #97.03; Bulletin of the American Astronomical Society, Vol. 40, p.272
Publication Date:
05/2008
Origin:
AAS
Abstract Copyright:
(c) 2008: American Astronomical Society
Bibliographic Code:
2008AAS...212.9703B

Abstract

Recent research in science education suggests that learner-centered instructional strategies can promote more learning than traditional teacher-based strategies such as lecture. However, the adoption of such strategies by instructors can elicit many concerns, including, for example, concerns of increased time requirements for preparation and grading, reduced content coverage, reactions of students and colleagues, and, of course, student achievement. Ethan, an astronomy instructor early in his career, recently adopted learner-centered strategies into his introductory course for nonscience majors on stars and galaxies. He shared the concerns listed above, but after receiving training in learner-centered strategies from the Center for Astronomy Education and support from an experienced colleague while implementing the changes for the first time, Ethan's overall reaction was a positive one. Although the preparation time was somewhat higher than would have been required had he repeated his previous semester, Ethan felt that it was worth it to move away from lecture-only style and to incorporate learner-centered strategies into his course. For him, it simply felt more gratifying when he walked out of the classroom after using learner-centered methods than it had when he used only lecture. He also felt that many students learned more than those in previous lecture-based course offerings, and that their increased active participation during the class was a constructive change. In fact, average exam scores were comparable or higher than two previous semesters, as were student evaluations. Overall, Ethan felt that the integration of learner-centered strategies was well worth the time and effort, as evidenced by his statement, "I'll never go back to lecture-only again!"

This project is supported by the University of Nevada, Las Vegas Division of Research and Graduate Studies.

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