Experiments in Enhancing
Student Participation in
Introductory Astronomy
Fran Bagenal
Astrophysical & Planetary Sciences
University of Colorado, Boulder
Thanks for discussions to:
Kathy Doxas-Garvin, Nick Schneider, Doug Duncan,
David Brain, Nick Gnedin, Jason Glenn, Andrew
Hamilton, Dick McCray, Erica Ellingson, Josh Collwell
1
Background
• 1200 non-science majors take Intro Astro per
semester at University of Colorado, Boulder
• 6 sections - 3 Solar System, 3 Stars&Galaxies
• Taught by faculty or post-doctoral researchers
• 21 faculty all take turns in teaching Intro Astro
• Research spans Astrophysical & Planetary Sci.
2
Teaching Experiments
1. Student response in lectures
• Colored cards
• Electronic “Clickers”
2. Classroom activities
• Worksheets
• e-Tutorials
• e-Labs
3. Learning Groups
• 5-10 students with UG coach
• Group meetings instead of lectures
3
1: Student Response in Lectures
Eric Mazur Technique
• Students ‘vote’ for multiple choice
answers during lecture
- Colored cards or electronic
“clickers”
• Allows for interactive participation
even in the largest classrooms
• Technology records student
responses, allowing performance to be
graded
4
1: Student Response in Lectures
• ‘Concept Questions”,
identifying important ideas
• Students discuss for ~3
minutes
• Then vote separately
Interaction has multiple
advantages
• Identifies misconceptions
• Paces instructor better
• Engages students
5
What kind of planet has
the thinnest lithosphere (in
general)?
A. The planet closest to
the Sun
B. The planet farthest
from the Sun
C. The largest planet
D. The smallest planet
E. The planet with the
largest fraction of
low-density rock
1: Student Response in Lectures
Electronic Clickers
• ‘Hyper-interactive Teaching
Technology’ [www.h-itt.com]
• Each student purchases a ‘clicker
stick’ and registers it online, linking
the transmitters’ unique ID with their
own
• $30 each, bought back at $15.
• Classroom outfitted with receivers,
a computer and projector.
• $10k for 250-student lecture hall
6
1: Student Response in Lectures
• Students respond to a multiple-choice
question with their ‘clickers’
• After the instructor closes the
answering period, a histogram of votes
appears on the screen (usually a different
screen from the question screen)
• The instructor tailors the ensuing
discussion around responses, focusing on
incorrect responses as appropriate.
7
1: Student Response in Lectures
Students favor use of clickers
 Lecture enhanced by focusing on challenging concepts
 Main complaint: cost - about $30 per student, less resale value
 Appreciate ‘easy credit’ for attendance
 Recognize value of staying alert
Percentage of students attending class vs. date
for non-test days
With Clickers
100
8
80
Percentage
Instructor morale improved!
 Higher attendance
 Satisfaction of student
interaction
 Real-time feedback keeps
lectures on track
60
40
Without Clickers
20
0
19-Feb
1-Mar
11-Mar
21-Mar 31-Mar
Date
10-Apr
20-Apr
1: Student Response in Lectures
Additional Uses:
1. Attendance
2. Reading comprehension, to
encourage reading before lecture
3. Predicting what will happen in a
demonstration
4. Grading Worksheets completed
during class (in groups)
5. Demographics - who attends, who
is getting what type of answers
right/wrong, who dis/likes what.....
9
Teaching aid vs. Big Brother?
Motivation for learning vs. lab rats?
2: Classroom Activities
• Computer-Based Labs
- 1 section with 2-hour labs
- Complements hand-on activities
- In-depth exploration with
interactive JAVA applets
• Class room Worksheets - paper
- Perceived as extra homework
- Grading time/cost
• Electronic Tutorials
- At home or in class
- Needs laptops + ethernet
10
EXAMPLE 1: What Controls the Surface Temperature of a Planet?
• Interactive
JAVA applet
• Student
explores how
distance from
the Sun affects
surface
temperature
11
EXAMPLE 1: What Controls the Surface Temperature of a Planet?
• Interactive
JAVA applet
• Student
explores how
amount and
type of gases
control the
greenhouse
effect
12
EXAMPLE 1: What Controls the Surface Temperature of a Planet?
• Interactive
JAVA applet
• Student
explores how
water vapor,
carbon
dioxide and
methane
control the
amount of IR
absorbed by
the
atmosphere
13
EXAMPLE 1: What
Controls the Surface
Temperature of a Planet?
• JAVA applets are based
on physical model
• Math is hidden - unless
you ask to see it
• Modules on Kepler’s
Laws and the Greenhouse
Effect available at
http://solarsystem.colorado.edu
• Developed by Isidoros Doxas
and Fran Bagenal
14
2: Classroom Activities
Bring-Your-Laptop-to-Class-Fridays
• 72-student section
• Wired class room
• 4 laptops provided, ~4 students
brought laptops, remainder used
computer lab across the hall
• 10 class activities, 1% attendance
grade each
• Electronic tutorials - part of
Astronomy Place website
accompanying the Cosmic
Perspectives text published by
Addison Wesley
15
EXAMPLE 2: What Causes the Seasons?
• Interactive
electronic
tutorial
• Student is
guided by
questions on
processes
controlling the
seasons
• In class activity
or home study
From Astronomy Place - website accompanying Cosmic Perspectives - Addison Wesley
16
EXAMPLE 2: What Causes the Seasons?
• Multi-part
lessons
• Animations
and
interactives
(using Flash)
From Astronomy Place - website accompanying Cosmic Perspectives - Addison Wesley
17
EXAMPLE 2: What Causes the Seasons?
• When the
student moves
the person
(right) around
the globe, the
view of the Sun
(left) changes
• Feedback on
in/correct
answers
From Astronomy Place - website accompanying Cosmic Perspectives - Addison Wesley
18
EXAMPLE 2: What Causes the Seasons?
• Learning
reinforced
through
application to a
different
situation
• Exercises
allow student to
confirm
understanding of
concept
From Astronomy Place - website accompanying Cosmic Perspectives - Addison Wesley
19
2: Classroom Activities
Pros:
• Student engagement with
material
• Group learning
• Instructor gets chance to
talk with smaller groups
Cons:
• Less material “covered”
• Limited to smaller classes?
• Technology intensive
• Limited to interactives
developed to date
“I really liked the surface temperature tutorial actually fun to do the whole thing - I played with the
animations and really understood what I was
reading. The animations played a great part in my
understanding - through manipulation of the
planet’s situation and conditions”
20
3: Learning Groups
• Assigned learning groups of 5-10 students
• Groups meet in computer lab each week instead of a lecture
• Each group has an undergraduate TA - “coach”
• Weekly assignments involve working with online text and
interactives
21
3: Learning Groups
• Interactives
developed elsewhere posted by colleagues
on web
• Assignments require
students to address
specific questions
• Group answers
submitted via web
• Assignments
discussed “Oprahstyle” in class where
groups defend their
answer
22
3: Learning Groups
• Started by Dick McCray
• 3 other faculty trying
variations
• Funded by Pew Trust,
NSF
23
3: Learning Groups
Pros:
• Student engagement with
material
• Group learning
• UG coaches popular
• Valuable experience for
UG coaches
• Project-based assessment
24
Cons:
• Less material “covered”
• Extensive organization of
learning groups
• Discussion sessions
depend on style of instructor
• Maintenance/development
of software takes time/funds
Lessons Learned - 1
• Hard - for both students and
teachers - to change culture of
large lecture classes
• HUGE improvements in morale
of both students and faculty
• In reality, requires changing
classrooms - not just a website
25
Lessons Learned - 2
Getting Department Buy-In:
• Senior faculty advocate helps
• Multiple approaches
not top-down, experiments,
sharing results
• Flexible, modular tools more
sustainable than whole course
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• Encouraging different styles of
teaching
Lessons Learned - 3
What We Don’t Know:
• Do students learn more?
Is this the right question?
• Will the novelty wear off?
• How to fund continued
development?
• Whither technology?
27