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Nature of Formative Assessment-Based Active Learning in the Interactive Planetarium.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Nature of Formative Assessment-Based Active Learning in the Interactive Planetarium./
Author:	Schultz, Sara K.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	163 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-05, Section: B.
Contained By:	Dissertations Abstracts International82-05B.
Subject:	Science education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28030165
ISBN:	9798684689512

Nature of Formative Assessment-Based Active Learning in the Interactive Planetarium.
Schultz, Sara K.

Nature of Formative Assessment-Based Active Learning in the Interactive Planetarium. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 163 p.

Source: Dissertations Abstracts International, Volume: 82-05, Section: B.

Thesis (Ph.D.)--University of Wyoming, 2020.

This item must not be sold to any third party vendors.

Planetariums were created to teach astronomy by simulating motions of the star-filled night sky; however, simply having a virtual reality facility to immerse students beneath a projected night sky in and of itself is insufficient to automatically ensure student learning occurs. Modern teaching strategies, like active learning, have consistently shown to move students toward a better and longer-lasting understanding in classrooms (viz., Bonwell & Eison, 1991), yet active learning approaches seem to be only rarely observed among planetarium educators' instructional practices. Because of the nature of planetarium learning environments and the innate constraints of fixed-planetarium seating arrangements, one naturally wonders if active learning-particularly of the genre that leverages the benefits of formative assessment-by conducting complete assessment conversation cycles with planetarium audiences could serve as a fruitful pathway to intellectually engage with their students and audiences and gather information about student understanding in order to better guide the teaching and learning process. Ruiz-Primo and Furtak (2006, 2007) developed a coding scheme to systematically identify and analyze the depth of formative assessment conversations between K-12 classroom teachers and their students. Formal formative assessment conversation cycles in this context observed in STEM classrooms are framed as a four-part, observable cycle, known as the ESRU cycle. The overarching goal of this study is to evaluate the nature of active learning-based formative assessment conversation cycles in the planetarium learning environment and, using follow up clinical interviews with planetarians, identify any rationale or barriers to their use. This first phase of this study systematically analyzes 26 recordings for the of live planetarium programs to describe and document evidence for active learning teaching strategies in the form of assessment conversations cycles in the planetarium. The second phase of the study conducted follow-up interviews to determine if there are any rewards or barriers to using active learning in the planetarium. Answering these study questions can guide planetarium directors who manage a staff of planetarium lecturers and inform planetarium professional development providers on what explicit training might be needed to increase formative assessment-based active learning in planetarium education. In the end, a synthesis of collected data found scant evidence of complete formative assessment conversation cycles, but varying degrees of interactivity between the planetarium lecturer and the audience were observed. Similar to what researchers report about typical K-12 classrooms, the results of this study reveal that active learning featuring complete formative assessment conversation cycles is largely absent in the planetarium programs studied. It is not that planetarians didn't ask questions of their audience, but audiences' responses did not serve to guide instructional decisions. Moreover, interviews revealed that planetarians have an extremely wide range of personal definitions of what constitute active learning, often convoluting a vague notion of active learning with rhetorical questioning strategies used by speakers to manage audiences' attention. This appears to be largely similar to how some traditional classroom teachers use teacher-directed questions to manage students' behavior and attention in the classroom instead of using a formative assessment-based question and answer cycle that leverages students' thinking and guides instructional decisions in a learner-centered way. Additionally, interviews revealed that the planetarium educators interviewed viewed their primary educational responsibility to be that of inspiring, motivating, and entertaining their audiences with teaching new astronomy concepts being a lessor secondary goal. Planetarium educators' goals of inspirational entertainment rather than educational enhancement implies some explanatory power about why active learning was largely absent in systematic observations. Furthermore, planetarium interviews revealed that most planetarium educators have little formal training in planetarium lecturing at all, let alone active learning specifically. Nevertheless, planetarium educators clearly state a desire for professional development opportunities to critically observe other planetarium educators so that they themselves might become more effective educators. Taken together, these results lend weight to the notion that professional development for planetarium educators in using active learning and formative assessment conversation cycles could improve the quality of instruction given in planetariums.

ISBN: 9798684689512Subjects--Topical Terms:

521340
Science education.
Subjects--Index Terms:

Active learning

Nature of Formative Assessment-Based Active Learning in the Interactive Planetarium.
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300 $a 163 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-05, Section: B.
500 $a Advisor: Slater, Timothy F.
502 $a Thesis (Ph.D.)--University of Wyoming, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Planetariums were created to teach astronomy by simulating motions of the star-filled night sky; however, simply having a virtual reality facility to immerse students beneath a projected night sky in and of itself is insufficient to automatically ensure student learning occurs. Modern teaching strategies, like active learning, have consistently shown to move students toward a better and longer-lasting understanding in classrooms (viz., Bonwell & Eison, 1991), yet active learning approaches seem to be only rarely observed among planetarium educators' instructional practices. Because of the nature of planetarium learning environments and the innate constraints of fixed-planetarium seating arrangements, one naturally wonders if active learning-particularly of the genre that leverages the benefits of formative assessment-by conducting complete assessment conversation cycles with planetarium audiences could serve as a fruitful pathway to intellectually engage with their students and audiences and gather information about student understanding in order to better guide the teaching and learning process. Ruiz-Primo and Furtak (2006, 2007) developed a coding scheme to systematically identify and analyze the depth of formative assessment conversations between K-12 classroom teachers and their students. Formal formative assessment conversation cycles in this context observed in STEM classrooms are framed as a four-part, observable cycle, known as the ESRU cycle. The overarching goal of this study is to evaluate the nature of active learning-based formative assessment conversation cycles in the planetarium learning environment and, using follow up clinical interviews with planetarians, identify any rationale or barriers to their use. This first phase of this study systematically analyzes 26 recordings for the of live planetarium programs to describe and document evidence for active learning teaching strategies in the form of assessment conversations cycles in the planetarium. The second phase of the study conducted follow-up interviews to determine if there are any rewards or barriers to using active learning in the planetarium. Answering these study questions can guide planetarium directors who manage a staff of planetarium lecturers and inform planetarium professional development providers on what explicit training might be needed to increase formative assessment-based active learning in planetarium education. In the end, a synthesis of collected data found scant evidence of complete formative assessment conversation cycles, but varying degrees of interactivity between the planetarium lecturer and the audience were observed. Similar to what researchers report about typical K-12 classrooms, the results of this study reveal that active learning featuring complete formative assessment conversation cycles is largely absent in the planetarium programs studied. It is not that planetarians didn't ask questions of their audience, but audiences' responses did not serve to guide instructional decisions. Moreover, interviews revealed that planetarians have an extremely wide range of personal definitions of what constitute active learning, often convoluting a vague notion of active learning with rhetorical questioning strategies used by speakers to manage audiences' attention. This appears to be largely similar to how some traditional classroom teachers use teacher-directed questions to manage students' behavior and attention in the classroom instead of using a formative assessment-based question and answer cycle that leverages students' thinking and guides instructional decisions in a learner-centered way. Additionally, interviews revealed that the planetarium educators interviewed viewed their primary educational responsibility to be that of inspiring, motivating, and entertaining their audiences with teaching new astronomy concepts being a lessor secondary goal. Planetarium educators' goals of inspirational entertainment rather than educational enhancement implies some explanatory power about why active learning was largely absent in systematic observations. Furthermore, planetarium interviews revealed that most planetarium educators have little formal training in planetarium lecturing at all, let alone active learning specifically. Nevertheless, planetarium educators clearly state a desire for professional development opportunities to critically observe other planetarium educators so that they themselves might become more effective educators. Taken together, these results lend weight to the notion that professional development for planetarium educators in using active learning and formative assessment conversation cycles could improve the quality of instruction given in planetariums.
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