Instruction as a Scientific Experiment: A Professional Development Case Study of a Professor Changing the Introductory Astronomy Course for Non-Science Majors (2007)
Type of ContentJournal Article
PublisherUniversity of Canterbury. University Centre for Teaching and Learning
University of Canterbury. AVC Research Office
AuthorsBrogt, E.show all
This article describes a case study of a faculty member who wanted to change his introductory astronomy course for non–science majors to include more learner-centered pedagogy. To help him achieve this goal, he was assisted by an instructional specialist and the author. The professor approached the overhaul of instructional style as a scientific experiment. Using interview and observation data, the motivations and expectations of this professor and the implementation of the professional development are explored. Results indicate that persuading science faculty to view their teaching as a scientific experiment or research project may be a valuable avenue for professional development. Results hint that professional development for faculty can benefit from professional developers who are also well vested in the content area taught.
CitationBrogt, E. (2007) Instruction as a Scientific Experiment: A Professional Development Case Study of a Professor Changing the Introductory Astronomy Course for Non-Science Majors. Astronomy Education Review, 6(2), pp. 20-31.
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ANZSRC Fields of Research13 - Education::1302 - Curriculum and Pedagogy::130212 - Science, Technology and Engineering Curriculum and Pedagogy
13 - Education::1301 - Education Systems::130103 - Higher Education
13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators