Activities for Visually Impaired Learners in Introductory Solar System Astronomy

Author / Creator

AAPT SM21 (2021)

Conferences

AAPT SM21 POS.A-MO - Astronomy Poster (2021)

Available as

Online

Summary

For decades, astronomy has been studied by undergraduates at colleges, with most of the astronomy courses being taken by general education students. Further, a total number of students that are enr...

For decades, astronomy has been studied by undergraduates at colleges, with most of the astronomy courses being taken by general education students. Further, a total number of students that are enrolled in an introductory astronomy, either a cumulate or topical course, is approximately 200,000 students per academic year. During the Spring 2019 semester at the Community College of Rhode Island (CCRI), across two astronomy courses, the Solar System (ASTR 1010) and the Stellar System (ASTR 1020) (Fig. 4), there are 12 course sections and 154 students enrolled. Critical barriers are difficult concepts of science education encountered by students identified by Hawkins (1978), "such as size and scale, air and water and beyond, heat, and elementary mechanics". These are among the core concepts in introductory astronomy courses. Critical barriers would be likely more difficult to overcome if the student had a learning disability. Most of undergraduate students do not have a self-reported disability, and approximately 10% of undergraduate students report having a disability. One disability that would be very difficult to overcome in an introductory astronomy course is partial or full visual impairment. Astronomy education research is underway to be able to integrate introductory astronomy learning objectives into tangible materials to give blind and visually impaired people. However, limited activities have been initiated here at the Community College of Rhode Island. This project seeks to develop a curriculum kit for visually impaired students based on the content of the ASTR 1010 course to apply tactile, temperature, and sound techniques to determine if it is feasible for use in the introductory solar system course to accomplish the learning objectives of the course, outlined by the college. Our work shows that astronomy course objectives can prove to be difficult for visually impaired individuals to master. However, with extra time and instructor input, creative ways can be generated to ensure that the course learning objectives are met, as shown here, is possible.

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