ERIC Number: ED021718
Record Type: Non-Journal
Publication Date: 1966
Reference Count: N/A
A Comparison of Factual and Conceptual Teaching in Introductory College Astronomy.
Strope, Marvin Bernard
The purpose of this study was to compare a factual method of teaching introductory college astronomy with a conceptual method. Two sections of about 100 students each were taught from the same textbook, but had the same information presented by different techniques and with different emphasis. The control group was taught in a generally factual way with little emphasis on concepts, while the experimental group was taught primarily a hierarchy of concepts, with only the necessary facts presented. The Test on Understanding Science (TOUS) and a test to measure mastery of astronomy concepts was given as pre- and post-tests. The major findings reveal that concepts can be taught to one class and facts to another by varying teaching techniques. Men did better than women in learning both astronomy facts and concepts. Emphasis on learning astronomy concepts or astronomy facts had little effect on the students' understanding about science as measured by the TOUS. Higher class level students, however, did improve these understandings better than lower level students. (GR)
Descriptors: Astronomy, College Science, Concept Formation, Doctoral Dissertations, Instruction, Physical Sciences, Scientific Concepts, Sex Differences, Student Attitudes, Teaching Methods
University Microfilms, 300 North Zeeb Road. Ann Arbor, Michigan 48103 (Order No. 66-13869, MF $3.00, Xerography $4.40).
Publication Type: N/A
Education Level: N/A
Authoring Institution: Utah State Univ., Logan.
Identifiers - Assessments and Surveys: Test on Understanding Science