A National U.S. Study Assessing the Teaching and Learning of Introductory Astronomy

Details A National U.S. Study Assessing the Teaching and Learning of Introductory Astronomy A National U.S. Study Assessing the Teaching and Learning of Introductory Astronomy

Oct 2011

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2011epsc.conf.1765r&link_type=abstract

EPSC-DPS Joint Meeting 2011, held 2-7 October 2011 in Nantes, France. http://meetings.copernicus.org/epsc-dps2011, p.1765

Computer Science

Learning

Scientific paper

We present the results of a national U.S. study on the teaching and learning of astronomy taught in general education, non-science major, introductory astronomy courses (Astro 101). Nearly 4000 students enrolled in 69 sections of Astro 101 taught at 30 institutions around the United States, plus one in Ireland, completed (pre and post-instruction) the Light and Spectroscopy Concept Inventory (LSCI) from Fall 2006 to Fall 2007. The classes varied in size from very small (N<10) to large (N~180) and were from all types of institutions, including both 2- year and 4-year colleges and universities. Normalized gain scores for each class were calculated from the students' pre- and postinstruction results on the LSCI. To study how the instruction in different classrooms affected student learning, we developed and administered an Interactivity Assessment Instrument (IAI). This short survey, completed by instructors, allowed us to estimate the fraction of classroom time spent on learner-centered, active-engagement instruction such as Peer Instruction and collaborative tutorials.

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