Inquiry-based educational design for large-scale high school astronomy projects using real telescopes

Michael Fitzgerald, David H McKinnon, Lena Danaia

Research output: Contribution to journalArticle

4 Citations (Scopus)
4 Downloads (Pure)

Abstract

In this paper, we outline the theory behind the educational design used to implement a large-scale high school astronomy education project. This design was created in response to the realization of ineffective educational design in the initial early stages of the project. The new design follows an iterative improvement model where the materials and general approach can evolve in response to solicited feedback. The improvement cycle concentrates on avoiding overly positive self-evaluation while addressing relevant external school and community factors while concentrating on backward mapping from clearly set goals. Limiting factors, including time, resources, support and the potential for failure in the classroom, are dealt with as much as possible in the large-scale design allowing teachers the best chance of successful implementation in their real-world classroom. The actual approach adopted following the principles of this design is also outlined, which has seen success in bringing real astronomical data and access to telescopes into the high school classroom.
Original languageEnglish
Pages (from-to)747-760
Number of pages14
JournalJournal of Science Education and Technology
Volume24
Issue number6
DOIs
Publication statusPublished - Dec 2015

Fingerprint

Astronomy
Telescopes
classroom
school
time factor
school education
teacher
evaluation
resources
community
Education
Feedback

Cite this

@article{43db5cc7b9314cb1af86247ddaaf9c94,
title = "Inquiry-based educational design for large-scale high school astronomy projects using real telescopes",
abstract = "In this paper, we outline the theory behind the educational design used to implement a large-scale high school astronomy education project. This design was created in response to the realization of ineffective educational design in the initial early stages of the project. The new design follows an iterative improvement model where the materials and general approach can evolve in response to solicited feedback. The improvement cycle concentrates on avoiding overly positive self-evaluation while addressing relevant external school and community factors while concentrating on backward mapping from clearly set goals. Limiting factors, including time, resources, support and the potential for failure in the classroom, are dealt with as much as possible in the large-scale design allowing teachers the best chance of successful implementation in their real-world classroom. The actual approach adopted following the principles of this design is also outlined, which has seen success in bringing real astronomical data and access to telescopes into the high school classroom.",
keywords = "Astronomy education, Educational design, High school, Inquiry-based teaching",
author = "Michael Fitzgerald and McKinnon, {David H} and Lena Danaia",
note = "Includes bibliographical references.",
year = "2015",
month = "12",
doi = "10.1007/s10956-015-9560-x",
language = "English",
volume = "24",
pages = "747--760",
journal = "Journal of Science Education and Technology",
issn = "1059-0145",
publisher = "Springer Netherlands",
number = "6",

}

Inquiry-based educational design for large-scale high school astronomy projects using real telescopes. / Fitzgerald, Michael; McKinnon, David H; Danaia, Lena.

In: Journal of Science Education and Technology, Vol. 24, No. 6, 12.2015, p. 747-760.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Inquiry-based educational design for large-scale high school astronomy projects using real telescopes

AU - Fitzgerald, Michael

AU - McKinnon, David H

AU - Danaia, Lena

N1 - Includes bibliographical references.

PY - 2015/12

Y1 - 2015/12

N2 - In this paper, we outline the theory behind the educational design used to implement a large-scale high school astronomy education project. This design was created in response to the realization of ineffective educational design in the initial early stages of the project. The new design follows an iterative improvement model where the materials and general approach can evolve in response to solicited feedback. The improvement cycle concentrates on avoiding overly positive self-evaluation while addressing relevant external school and community factors while concentrating on backward mapping from clearly set goals. Limiting factors, including time, resources, support and the potential for failure in the classroom, are dealt with as much as possible in the large-scale design allowing teachers the best chance of successful implementation in their real-world classroom. The actual approach adopted following the principles of this design is also outlined, which has seen success in bringing real astronomical data and access to telescopes into the high school classroom.

AB - In this paper, we outline the theory behind the educational design used to implement a large-scale high school astronomy education project. This design was created in response to the realization of ineffective educational design in the initial early stages of the project. The new design follows an iterative improvement model where the materials and general approach can evolve in response to solicited feedback. The improvement cycle concentrates on avoiding overly positive self-evaluation while addressing relevant external school and community factors while concentrating on backward mapping from clearly set goals. Limiting factors, including time, resources, support and the potential for failure in the classroom, are dealt with as much as possible in the large-scale design allowing teachers the best chance of successful implementation in their real-world classroom. The actual approach adopted following the principles of this design is also outlined, which has seen success in bringing real astronomical data and access to telescopes into the high school classroom.

KW - Astronomy education

KW - Educational design

KW - High school

KW - Inquiry-based teaching

U2 - 10.1007/s10956-015-9560-x

DO - 10.1007/s10956-015-9560-x

M3 - Article

VL - 24

SP - 747

EP - 760

JO - Journal of Science Education and Technology

JF - Journal of Science Education and Technology

SN - 1059-0145

IS - 6

ER -