000			02084nam a22003137a 4500
005			20231109101626.0
008			231106b ||||| |||| 00| 0 eng d
022			_a0031-921X
037			_bRIEBPL Library
082			_a530.071
100			_aMelanie Good , Andrew J. Mason and Chandralekha Singh
245			_a What Physics Instructors Can Learn from Astronomy Teaching _b(Journal Article)
260			_aWashington , DC _bAmerican Association of Physics Teachers _cMay 2023
300			_a360–363 p.
490			_a American Association of Physics Teachers ,American Institute of Physics, Volume 61, Number 5
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract- 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...
650			_aGeneral physics,
650			_aNewtonian mechanics,
650			_a Astronomy,
650			_aStudents,
650			_a Learning and learning models,
650			_aTeaching,
650			_aEducator,
650			_a Interviews,
650			_aEngineers
856			_u https://doi.org/10.1119/5.0074117
942			_cPER
999			_c44842 _d44841