Computer Science – Learning
Scientific paper
Jan 2012
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2012aas...21925104s&link_type=abstract
American Astronomical Society, AAS Meeting #219, #251.04
Computer Science
Learning
Scientific paper
Analyzing the data from the recent national study using the Light and Spectroscopy Concept Inventory (LSCI), this project uses Item Response Theory (IRT) to investigate the learning gains of students as measured by the LSCI. IRT provides a theoretical model to generate parameters accounting for students’ abilities. We use IRT to measure changes in students’ abilities to reason about light from pre- to post-instruction. Changes in students’ abilities are compared by classroom to better understand the learning that is taking place in classrooms across the country. We compare the average change in ability for each classroom to the Interactivity Assessment Score (IAS) to provide further insight into the prior results presented from this data set. This material is based upon work supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). 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.
Collaboration of Astronomy Teaching Scholars CATS
Prather Edward E.
Schlingman Wayne M.
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