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Abstract Title: Logic and Quantitative Reasoning in an Introductory Astronomy Class
Abstract: Introductory astronomy courses for non-majors are often a popular option for meeting a required science credit in undergraduate curricula. As such, some gain in rudimentary logic, quantitative reasoning and the scientific method is to be hoped for in students of such courses. We present initial findings in adapting and using an objective-style grading system (ALPaCA) in an introductory astronomy course. The main motivation for utilizing this system is to better isolate what areas students find most difficult and potentially drive further insight into what kinds of teaching strategies may be most effective in addressing these difficulties.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B18

Author/Organizer Information

Primary Contact: Jennifer Delgado
University of Kansas

Contributed Poster

Contributed Poster: Download the Contributed Poster