Abstract
Today, teaching an introductory course in planetary sciences, geosciences, or astronomy is challenging. Instructors must ask themselves who is taking the class, non‐science or science majors? Are future majors in planetary sciences, etc. taking the class? What is the background of these students? Have they all had pre‐calculus or do they drop out of the class in droves as soon as scientific notation is used in class or in a homework assignment? If they are non‐science majors (or even future scientists) is it assumed that they know what causes the phases of the Moon or the seasons? These are all important questions to consider before choosing a textbook. Finally, if the class is purely a class on the Solar System, are the students required or assumed to have had an introductory astronomy class? Add individual teaching styles and preferences to the equation and choosing a textbook can be difficult at best.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
