Three-category goal framework for inquiry design: process goals, attitudinal goals, and content goals¶

Theory · All theories
Evidence · no claims cited

Description¶

The article organizes its learning goals into three interrelated categories. Process goals include interpreting data, selecting relevant data from too much data, understanding the scientific process, evidence-based critical thinking, and applying new data. Attitudinal goals include open mindedness, appreciation for astronomy, excitement about STEM, community building, and confidence in scientific discourse. Content goals cover stellar populations basics such as "Blue stars are bright and hot, red stars are dim and cool" and "Red clusters are older than blue clusters."

Design Implications¶

Context¶

Requirements¶

• The three goal categories are separated to facilitate discussion but are described as all related to each other

Constraints¶

• The authors note the goals were specific to the venues the inquiry was taught in, though skills and attitudinal goals align with national Astronomy 101 goals

Target Learners¶

• advanced high-school students
• senior college students

Target Learning Objectives¶

• data interpretation
• evidence-based critical thinking
• open mindedness
• stellar populations content

Claims¶

Related Theories¶

Examples¶

• Stellar Populations inquiry activity in which students construct their own Hertzsprung-Russell diagram from stellar images and spectra
• Use backward design: define process, attitudinal, and content goals before designing the inquiry activity

Key Sources¶

• Rafelski, M., Foley, M., Graves, G. J., Kretke, K. A., Mills, E., Nassir, M., & Patel, S. (2010). Teaching Astronomy with an Inquiry Activity on Stellar Populations. ASP Conference Series. https://arxiv.org/abs/1009.5404. doi:10.48550/arxiv.1009.5404