Alexander_2004_Assessment of Teaching Approaches in an Introductory Astronomy College Classroom
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Title
Assessment of Teaching Approaches in an Introductory Astronomy College Classroom
Abstract
In recent years, there have been calls from the astronomy education research community for the increased use of learner-centered approaches to teaching, and systematic assessments of various teaching approaches using such tools as the Astronomy Diagnostic Test 2.0 (ADT 2.0). The research presented is a response to both calls. The ADT 2.0 was used in a modified form to obtain baseline assessments of introductory college astronomy classes that were taught in a traditional, mostly didactic manner. The ADT 2.0 (modified) was administered both before and after the completion of the courses. The courses were then altered to make modest use of learner-centered lecture tutorials. The ADT 2.0 (modified) was again administered before and after completion of the modified courses. Overall, the modest learner-centered approach showed mixed statistical results, with an increase in effect size (from medium to large), but no change in normalized gain index (both were low). Additionally, a mathematically rigorous approach showed no statistically significant improvements in conceptual understanding compared with a mathematically nonrigorous approach. This study will interpret the results from a variety of perspectives. The overall implementation of the lecture tutorials and their implications for teaching will also be discussed.
Date
01/01/2004
Citation
Alexander, R. W. 2004, Astronomy Education Review, 3, p.178–186