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首页> 外文会议>Symposium on Earth and space science >A National Study Assessing the Teaching and Learning of Introductory Astronomy; Part I: The Effect of Interactive Instruction
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A National Study Assessing the Teaching and Learning of Introductory Astronomy; Part I: The Effect of Interactive Instruction

机译：评估介绍天文学教学和学习的国家研究;第一部分：交互式指令的效果

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We present the results of a national study on the teaching and learning of astronomy taught in general education, non-science major, introductory astronomy courses (Astro 101). Nearly 4000 students enrolled in 69 sections of Astro 101 taught at 31 institutions completed (pre- and post- instruction) the Light and Spectroscopy Concept Inventory (LSCI) from Fall 2006 to Fall 2007. The classes varied in size from very small (N < 10) to large (N ~ 180) and were from all types of institutions, including both 2-year and 4-year colleges and universities. To study how the instruction in different classrooms affected student learning, we developed and administered an Interactivity Assessment Instrument (IAI). This short survey, completed by instructors, allowed us to estimate the fraction of classroom time spent on learner- centered, active-engagement instruction such as Peer Instruction and collaborative tutorials. Pre-instruction LSCI scores were clustered around ~ 25% (24 2%), independent of class size and institution type; however, the gains measured varied from about (-)0.07-0.50. The distribution of gain scores indicates that differences were due to instruction in the classroom, not the type of class or institution. Interactivity Assessment Scores (IAS's) ranged from 0% - 50%, showing that our IAI was able to distinguish between classes with higher and lower levels of interactivity. A comparison of class-averaged gain score to IAS showed that higher interactivity classes (IAS > 25%) were the only instructional environments capable of reaching the highest gains ( > 0.30). However, the range of gains seen for both groups of classes was quite wide, suggesting that the use of interactive learning strategies is not sufficient by itself to achieve high student gain.
机译：我们目前对教学的全国研究的结果和天文学的学习普通教育，非科学专业，介绍天文课程中讲授（天文学101）。近4000学生就读在天文101的69段31级的机构完成（前和后指令）从2006年秋天轻和光谱概念清单（LSCI），以从非常小的2007年秋季在尺寸变化的类（N教导< 10）到大（N〜180）和来自所有类型的机构，包括2年和4年高校两者。要研究在不同的教室指令如何影响学生的学习，我们开发和管理的交互性评估工具（IAI）。这份简短的调查，由教官完成，使我们估计的花费在以学习者为中心，主动参与教学，如同伴指导和协作教程课堂时间的比例。预指令LSCI分数周围聚集〜25％（24 2％），独立的阶级尺寸和机构类型; （ - ）0.07-0.50然而，增益测量从约变化。获得积分的分布情况表明，差异在课堂上，课堂或机构不是那种指令是由于。交互性评估分数（IAS的）从0％不等 - 50％，这表明我们的IAI能够与上下级互动的类之间进行区分。类平均增益得分IAS的比较表明，较高的交互类（IAS> 25％）是能够达到的最高增益（

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