Strategies for Teaching ASTRO 101 is a guide for instructors of the introductory astronomy course for non-science majors. Written by two leaders in astronomy education research, the newest member of the Prentice Hall Education Innovative Series details various techniques to increase students' understanding and retention of astronomy topics, with an emphasis on making the lecture a forum for active student participation. Drawing from the large body of recent research to discover how students learn, this guide describes the application of multiple classroom-tested techniques to the task of teaching astronomy to predominantly non-science students.
Publisher: Pearson Education (US)
Number of pages: 167
Weight: 240 g
Dimensions: 229 x 152 x 6 mm
"Slater and Adams present many practical tips for teaching astronomy courses to general audiences. This book, written in a delightfully lucid and engaging style, is an excellent resource for both the beginning and experienced astronomy instructor." - Professor Harry L. Shipman, University of Delaware
"This book is like a trusted aunt: broad in viewpoint, practical and generous in advice, and respectful of your intelligence and motivation. Yet, it has the kick and detail to remind you that the authors too have often faced a room full of astronomy students and wondered if there is a better way for them to learn astronomy. I can't think of a better book for the beginning or experienced astronomy teacher who wants to thoughtfully examine the culture of the introductory astronomy classroom, and has the courage to apply the acid test: what works." - Dr. Stephen Pompea, Editor, Great Ideas for Teaching Astronomy
"Student-centered instruction that actively engages their minds, with lots of peer interaction, plenty of formative assessment integrated with instruction, and a focus on concepts. Tim Slater and Jeff Adams have brought those evidence-based hows together in this book, the first compilation of its kind. Here you will find tools-not tricks!-to make your astronomy classes more effective and exciting, to keep the electricity flowing throughout the semester. You will find a diagnostic survey to assess conceptual understanding, and an attitude survey to probe changes in students' attitudes toward astronomy in particular and science in general. Adams and Slater write from their experiences in reforming their courses." - Professor Michael Zeilik, University of New Mexico
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