Computer Science – Learning
Scientific paper
May 2009
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2009aas...21440103p&link_type=abstract
American Astronomical Society, AAS Meeting #214, #401.03; Bulletin of the American Astronomical Society, Vol. 41, p.659
Computer Science
Learning
Scientific paper
Learner-centered interactive instruction methods now have a proven track record in improving learning in "Astro 101" courses for non-majors, but have rarely been applied to higher-level astronomy courses. Can we hope for similar gains in classes aimed at astrophysics majors, or is the subject matter too fundamentally different for those techniques to apply? We present here an initial report on an updated calculus-based Introduction to Astrophysics class at UCLA that suggests such techniques can indeed result in increased learning for major students. We augmented the traditional blackboard-derivation lectures and challenging weekly problem sets by adding online questions on pre-reading assignments (''just-in-time teaching'') and frequent multiple-choice questions in class ("Think-Pair-Share''). We describe our approach, and present examples of the new Think-Pair-Share questions developed for this more sophisticated material. Our informal observations after one term are that with this approach, students are more engaged and alert, and score higher on exams than typical in previous years. This is anecdotal evidence, not hard data yet, and there is clearly a vast amount of work to be done in this area. But our first impressions strongly encourage us that interactive methods should be able improve the astrophysics major just as they have improved Astro 101.
Ghez Andrea M.
Perrin Marshall D.
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