Using the Light and Spectroscopy Concept Inventory (LSCI) to Assess Learner-Centered Instruction and Instructor Professional Development

Details Using the Light and Spectroscopy Concept Inventory (LSCI) to Assess Learner-Centered Instruction and Instructor Professional Development Using the Light and Spectroscopy Concept Inventory (LSCI) to Assess Learner-Centered Instruction and Instructor Professional Development

Dec 2007

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2007aas...211.3101p&link_type=abstract

American Astronomical Society, AAS Meeting #211, #31.01; Bulletin of the American Astronomical Society, Vol. 39, p.782

Computer Science

Learning

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The NASA Center for Astronomy Education (CAE) has been conducting faculty professional development workshops for college faculty who teach astronomy to non-science majors for the past four years. The purpose of these workshops has been to help these faculty develop the skills to effectively create and implement learner-centered teaching environments leading to improved student understanding and attitudes toward science. As a part of continuing efforts to determine the effectiveness of these workshops, CAE is conducting an internal investigation using the Light and Spectroscopy Concept Inventory administered by faculty who were on the CAE mailing list and listserv (Astrolrner@CAE). The Force Concept Inventory (FCI) serves as an example of a concept inventory, developed in physics, which has been used to evaluate the effectiveness of instruction. The results from investigations using the FCI have documented drastic differences in student understanding which have been shown to be related to the instructional strategies used in the course. Students who were in a more Interactive-Engagement (IE) environments consistently and drastically improved in their understanding as compared to the students who were not in an IE classroom (Hake 1998). These findings have had a dramatic impact, nationally, on how college physics is taught. Similar to the FCI, the Light and Spectroscopy Concept Inventory (LSCI) was developed to measure student gains over the course of a semester on a core concept in astronomy--light and spectroscopy (Bardar et al 2006). Our preliminary findings support that astronomy courses taught using learner-centered methods, that is, Interactive-Engagement, do improve student learning significantly over more traditional methods. In addition to measuring student learning gains, we have developed an instructor survey to measure the perceived level of Interactive-Engagement instructors believe occurs in their courses which we are cross-correlating with an additional survey to be taken by students in these courses.

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