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EG:
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The Art and Science of Teaching
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Location:
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HC 3029 |
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Date:
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Tuesday, Aug.02 |
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Time:
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1:15PM - 2:45PM
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Presider:
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Ray A. Burnstein,
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Co-Presiders(s):
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None
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Equipment:
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N/A
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EG01:
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Doing Your Best with the Class You're Given: Efforts to Intellectually Engage General Education Science Students in a Mega-Course
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Location:
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HC 3029 |
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Date:
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Tuesday, Aug.02 |
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Time:
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1:15PM - 1:45PM
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Author:
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Edward Prather
Center for Astronomy Education - University of Arizona
520-405-0974, eprather@as.arizona.edu
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Co-Author(s):
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None
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Abstract:
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At the University of Arizona, members of the Center for Astronomy Education (CAE) are working to create effective interactive learning environments in general education Earth and Space Science courses with enrollments as large as 1200 students. Which research-validated instructional strategies still work in these mega courses? What educational resources are needed and how do you facilitate learning? These are two of the questions that are driving our group of educators and researchers to explore the boundaries of the "Art and Science of Teaching." Examples of interactive learning strategies we use, the pedagogical issues we face, and the results on the effectiveness of these courses will be presented (1,2).
(1) Prather, E. E., Rudolph, A. L., & Brissenden, G. (2009) Teaching and learning astronomy in the 21st century, Physics Today, 62(10).
(2) This work is supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS)
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Footnotes:
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None
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EG02:
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Teaching Physics Using and Misusing Groups
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Location:
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HC 3029 |
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Date:
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Tuesday, Aug.02 |
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Time:
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1:45PM - 2:15PM
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Author:
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Kenneth Heller
School of Physics and Astronomy/University of Minnesota
612 6247314, heller@physics.umn.edu
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Co-Author(s):
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None
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Abstract:
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Teaching physics has always involved students working in groups. In labs students traditionally worked together, usually in groups of two. Students often formed study groups outside of class to do difficult assignments or study for high-stakes tests. Today, many research-validated modes of teaching depend on students working together. There is even a continuing pressure from employers to graduate students who have the skills to collaborate productively. Nevertheless, many teachers and students do not have beneficial experiences when classes involve group work. This talk will outline the utility of group work based on research-backed learning theory and discuss some common practices that can enhance or destroy that utility.
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Footnotes:
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None
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EG03:
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Responsive Teaching and the Beginnings of Energy Ideas in Third Grade (1)
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Location:
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HC 3029 |
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Date:
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Tuesday, Aug.02 |
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Time:
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2:15PM - 2:45PM
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Author:
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Fred Goldberg, San Diego State University
619-405-5158, fgoldberg@sciences.sdsu.edu
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Co-Author(s):
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None
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Abstract:
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As part of a project aimed at describing children's progress in their science inquiry and in their development of energy (and other) ideas we have been working with grade 3-6 teachers to help them change their teaching from focusing on achieving specific district or state standards to focusing on responding to their students' ideas and reasoning. This change in focus has coincided with teachers seeing science inquiry as a pursuit of coherent, mechanistic accounts of phenomena (2). In this talk I will use some examples from third-grade classrooms to illustrate how this new focus has promoted the emergence of energy ideas.
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Footnotes:
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(1) Supported in part by NSF Grant Number 0732233 -- Learning Progressions for Scientific Inquiry: A Model Implementation in the Context of Energy.
(2) Hammer, D., Russ, R., Scherr, R. E., & Mikeska, J. (2008). Identifying inquiry and conceptualizing students? abilities. In R. A. Duschl & R. E. Grandy (Eds.), Teaching scientific inquiry: Recommendations for research and Implementation (pp. 138-156). Rotterdam, NL: Sense Publishers.
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