Increases in student-centered pedagogy have been more prevalent in K–12 education than in collegiate undergraduate science education. The purpose of this study was to determine the effects of using student-centered pedagogy advocated in K–12 education on introductory astronomy students’ content knowledge, interest, and
recall of content taught in the semester.
Details
Type Journal ArticlePub Date 3/1/2017Stock # jcst17_046_04_24Volume 046Issue 04