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To Hear Ourselves as Others Hear Us
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http://dx.doi.org/10.3847/AER2003005
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Figures

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Figure 1.

For the 23 students who supplied their names, we plotted student grades in Haverford’s Astro 101 (on a 4.0 scale, with ) vs. posttest performance on the ADT (a 21-point test).

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Figure 2.

Change in student self-assessment of confidence on the ADT (on a 5-point scale, confident) versus improvement in ADT score (a 21-point test).

Tables

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Table 1.

Goals adopted by AAS-sponsored national workshops and adopted verbatim for Haverford’s Astro 101

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Table 2.

Ranking of Goals

Abstract

The American Astronomical Society has recently developed an ambitious set of goals for introductory astronomy courses. How well does an introductory astronomy course based firmly on these goals actually do? In this article, an education student enrolled in such a class and the professor who taught it present an unvarnished analysis of one course designed to meet precisely these goals. How do the students judge the goals? Can a one-semester course actually meet these goals realistically? In addition to examining these questions, we include data on student course evaluations and student performance as measured by the Astronomy Diagnostic Test.

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Scitation: To Hear Ourselves as Others Hear Us
http://aip.metastore.ingenta.com/content/aas/journal/aer/3/1/10.3847/AER2004005
10.3847/AER2004005
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