Computer Science – Learning
Scientific paper
May 2002
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2002agusmed31a..01s&link_type=abstract
American Geophysical Union, Spring Meeting 2002, abstract #ED31A-01
Computer Science
Learning
6605 Education
Scientific paper
The National Science Education Standards emphasize that courses should emphasize process over facts, reasoning over memorization, and collaboration over individual study. This project has developed a series of innovative classroom instructional materials for the large-enrollment, introductory science survey course for non-science and pre-service education majors. The materials package, called Lecture-Tutorials for Introductory Astronomy, is a self-contained, classroom-ready product for use with collaborative student learning groups and is being distributed by Prentice Hall Publishing. The materials are designed specifically to be easily integrated into the conventional lecture course. As such, this product directly addresses the needs of busy researchers and heavily-loaded teaching faculty for effective, student-centered, classroom-ready materials that do not require a drastic course revision for implementation. The 30 Lecture-Tutorials for Introductory Astronomy developed for this project are based upon educational research on student misconceptions, demonstrated effective instructional strategies, and extensive pilot and field-testing. In brief, each activity requires no equipment and takes 10 to 15 minutes of class time. Students are asked to reason about difficult concepts in astronomy while working in pairs. The materials were field-tested at six institutions representing a variety of demographic student populations and pre-course, post-lecture, post-tutorial, and post-course data were collected. This data strongly confirmed that lectures made little difference in student understanding, however, tutorials helped students make strong conceptual gains both immediately after the tutorial and at the end of the course. Funding provided by NSF Geosciences Education #9907755 and NSF CCLI #9952232.
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