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
- Science: Journal Articles 
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.
This citation is automatically generated and may be unreliable. Use as a guide only.
ANZSRC Fields of Research13 - Education::1302 - Curriculum and Pedagogy::130212 - Science, Technology and Engineering Curriculum and Pedagogy
39 - Education::3903 - Education systems::390303 - Higher education
13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators
Showing items related by title, author, creator and subject.
Professional development and physics teachers’ on-going learning needs Buabeng I; Conner L; Winter D (IntechOpenIntechOpen Limited, 2018)This study sought insight into the professional learning and development needs of physics teachers in New Zealand high schools. It used a mixed methods approach that comprised a national survey of high school physics ...
Phases in Collaboration: Using Schwab’s Deliberation to Respond to Change in Teacher Education North CJ; Clelland T; Lindsay H (Informa UK Limited, 2018)© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. The literature suggests that radical changes to teacher education are common but rarely well-planned or resourced. Such changes can be detrimental to ...
Physics Teachers? Views On Their Initial Teacher Education Buabeng, I.; Conner, L.; Winter, D. (University of Canterbury. School of Teacher Education, 2016)This paper explores New Zealand (NZ) physics teachers’ and physics educators’ views about Initial Teacher Education (ITE). Perspectives of physics teachers nationally indicated that in general, teachers considered themselves ...