02084nam a22003137a 4500 20231109101626.0 231106b ||||| |||| 00| 0 eng d 0031-921X RIEBPL Library 530.071 Melanie Good , Andrew J. Mason and Chandralekha Singh What Physics Instructors Can Learn from Astronomy Teaching (Journal Article) Washington , DC American Association of Physics Teachers May 2023 360–363 p. American Association of Physics Teachers ,American Institute of Physics, Volume 61, Number 5 ***______{For Hard Copy, Please visit Library.}________*** Abstract- A student says, “Even though the physics involved can be basically the same, the setup is what drives me to like astronomy more,” comparing his introductory physics class to his introductory astronomy class. Another student concurs, “Astronomy is more exciting.” What is it about astronomy that appeals to students? Is there a way to harness such enthusiasm within the context of an introductory physics class while retaining the same level of rigor? Here, we describe a study that shows that, compared with an introductory physics course for science and engineering majors, an introductory astronomy course (also for science and engineering majors) had similar gains on the Force Concept Inventory (FCI), but students’ attitudes and approaches to problem solving were significantly better in the latter.1–4 Moreover, interviewed students corroborated the survey findings that the astronomy course was significantly more enjoyable and engaging. This suggests that physics instructors can learn from... General physics, Newtonian mechanics, Astronomy, Students, Learning and learning models, Teaching, Educator, Interviews, Engineers https://doi.org/10.1119/5.0074117 PER 0 0 0 0 RIEBPL RIEBPL 2023-11-09 0 530.071 2023-11-09 00:00:00 2023-11-09 PER 44842 44841