• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>American journal of physics >A national study assessing the teaching and learning of introductory astronomy. Part I. The effect of interactive instruction
【24h】

A national study assessing the teaching and learning of introductory astronomy. Part I. The effect of interactive instruction

机译：一项评估天文入门教学的国家研究。第一部分互动教学的效果

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

We present the results of a national study on the teaching and learning of astronomy as taught in general education, non-science-major, introductory astronomy courses. Nearly 4000 students enrolled in 69 sections of courses taught by 36 different instructors 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 and were from all types of institutions, including 2- and 4-year colleges and universities. Normalized gain scores for each class were calculated. Pre-instruction LSCI scores were clustered around -25%, independent of class size and institution type, and normalized gain scores varied from about -0.07 to 0.50. To estimate the fraction of classroom time spent on learner-centered, active-engagement instruction we developed and administered an Interactivity Assessment Instrument (IRAI). Our results suggest that the differences in gains were due to instruction in the classroom, not the type of class or institution. We also found that higher interactivity classes had the highest gains, confirming that interactive learning strategies are capable of increasing student conceptual understanding. However, the wide range of gain scores seen for both lower and higher interactivity classes suggests that the use of interactive learning strategies is not sufficient by itself to achieve high student gain.
机译：我们将介绍在通识教育，非理科专业，入门天文学课程中教授的天文学教学的全国性研究结果。由2006年秋季至2007年秋季，由31个机构的36位不同的老师讲授的69个课程部分中的近4000名学生完成了（教学前和教学后）《光与光谱概念概论》（LSCI）。这些课程的规模各不相同机构类型，包括2年制和4年制的学院和大学。计算每个类别的标准化增益分数。教学前的LSCI分数集中在-25％左右，与班级规模和机构类型无关，并且标准化的增益分数从-0.07到0.50不等。为了估算课堂上花费在以学习者为中心的主动参与教学上的时间，我们开发并管理了一种互动评估工具（IRAI）。我们的结果表明，收益的差异是由于课堂教学，而不是课堂或机构的类型。我们还发现，互动性更高的课程收益最高，证实了互动学习策略能够提高学生的概念理解能力。然而，在较低和较高的交互性课程中看到的广泛的增益分数表明，使用交互式学习策略本身不足以实现较高的学生增益。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号