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A national study assessing the teaching and learning of introductory astronomy. Part I. The effect of interactive instruction
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Metadata
Title
A national study assessing the teaching and learning of introductory astronomy. Part I. The effect of interactive instruction
Abstract
We present the results of a national study on the teaching and learning of astronomy as taught in general education, non-science-major, introductory astronomy courses. Nearly 4000 students enrolled in 69 sections of courses taught by 36 different instructors at 31 institutions completed (pre- and post-instruction) the Light and Spectroscopy Concept Inventory (LSCI) from Fall 2006 to Fall 2007. The classes varied in size and were from all types of institutions, including 2- and 4-year 4 - year colleges and universities. Normalized gain scores for each class were calculated. Pre-instruction LSCI scores were clustered around ∼25% ∼ 25 % , independent of class size and institution type, and normalized gain scores varied from about −0.07 − 0.07 to 0.50. To estimate the fraction of classroom time spent on learner-centered, active-engagement instruction we developed and administered an Interactivity Assessment Instrument (IAI). Our results suggest that the differences in gains were due to instruction in the classroom, not the type of class or institution. We also found that higher interactivity classes had the highest gains, confirming that interactive learning strategies are capable of increasing student conceptual understanding. However, the wide range of gain scores seen for both lower and higher interactivity classes suggests that the use of interactive learning strategies is not sufficient by itself to achieve high student gain.
Date
01/01/2009
Citation
Rudolph, A. L., Prather, E. E., Brissenden, G., & Schlingman, W. M. (2009). A National Study Assessing the Teaching and Learning of Introductory Astronomy Part I: The Effect of Interactive Instruction. American Journal of Physics, 77(4), 320–330. https://
Type of Publication
Author(s)
Prather, Edward E. | Rudolph, Alexander L. | Brissenden, Gina | Schlingman, Wayne M.
Construct
Methodology
Research Setting
Target Group
Institution(s)
University of Arizona | California State Polytechnic University | University of Arizona | University of Arizona
Journal Name
American Journal of Physics
Peer-Reviewed Status
Publisher
American Association of Physics Teachers
Volume
77
Issue Number
4
ISSN
0002-9505, 1943-2909
Resource Type
Nation(s) of Study
United States of America
Language
English