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We report on research carried out to improve teaching and student engagementin the introductory astronomy course at the University of Cape Town. Thiscourse is taken by a diverse range of students, including many fromeducationally disadvantaged backgrounds. We describe the development of aninstrument, the Introductory Astronomy Questionnaire (IAQ), which weadministered as pre- and post-tests to students enrolled in the course. Theinstrument comprised a small number of questions which probed three areas ofinterest: student motivation and expectations, astronomy content, andworldview. Amongst our findings were that learning gains were made in severalconceptual areas, and that students appeared to develop a more nuanced view ofthe nature of astronomy. There was some evidence that the course had a positiveimpact on students' worldviews, particularly their attitudes towards science.We also identified a promising predictor of course success that could in futurebe used to identify students requiring special teaching intervention.

The introductory astronomy course at the University of Cape Town: probing student perspectives