Computer Science – Learning
Scientific paper
Jan 2011
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2011aas...21722801r&link_type=abstract
American Astronomical Society, AAS Meeting #217, #228.01; Bulletin of the American Astronomical Society, Vol. 43, 2011
Computer Science
Learning
Scientific paper
We have conducted a national research study designed to determine the effect of interactive learning strategies on students' conceptual learning in general education astronomy courses (Astro 101). Nearly 4000 students at 31 institutions, (4-year and 2-year) around the country participated in the study. Our results show dramatic improvement in student learning with increased use of interactive learning strategies independent of institution type or class size, and 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.
This material is based upon work supported by the National Science Foundation under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program, and Award No. 0847170, a PAARE grant funding the California-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
Brissenden Gina
Collaboration of Astronomy Teaching Scholars CATS
Consiglio D.
Gonzaga V.
Prather Edward E.
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