A National Study Assessing the Teaching and Learning of Introductory Astronomy Part II: Analysis of Student Demographics

Details A National Study Assessing the Teaching and Learning of Introductory Astronomy Part II: Analysis of Student Demographics A National Study Assessing the Teaching and Learning of Introductory Astronomy Part II: Analysis of Student Demographics

Jan 2010

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2010aas...21536601p&link_type=abstract

American Astronomical Society, AAS Meeting #215, #366.01; Bulletin of the American Astronomical Society, Vol. 42, p.554

Computer Science

Learning

Scientific paper

This is the second in a series of reports on a national study of the teaching and learning of astronomy in general education, non-science major, introductory college astronomy courses (Astro 101). The results show dramatic improvement in student learning with increased use of interactive learning strategies even after controlling for individual student characteristics. In addition, we find that the positive effects of interactive learning strategies apply equally to men and women, across ethnicities, for students with all levels of prior mathematical preparation and physical science course experience, independent of GPA, and regardless of primary language. These results powerfully illustrate that all categories of students can benefit from the effective implementation of interactive learning strategies. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program and Award No. AST-0847170, a PAARE Grant.

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