Research on a Lecture-Tutorial Approach to Teaching Introductory Astronomy for Non-Science Majors
Research on a Lecture-Tutorial Approach to Teaching Introductory Astronomy for Non-Science Majors
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非理科专业天文学入门讲座教学法研究
DOI：
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
J. Dostal
中科院分区：
文献类型：
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作者：
E. Prather;T. Slater;Jeffrey P. Adams;J. Bailey;L. V. Jones;J. Dostal
讲座-教程课程开发项目为非科学专业的大招生入门天文学调查课程制作了一套 29 份以学习者为中心的课堂教学材料。讲座教程是供学生协作学习小组使用的教学材料，旨在与传统讲座整合到现有课程中。这些教学材料提供了以学习者为中心的课堂活动，不需要任何外部设备或大幅课程修订即可实施。每个 15 分钟的讲座教程都会提出一系列概念上具有挑战性的、苏格拉底式对话驱动的问题，以及图表和数据表，所有这些都旨在鼓励学生批判性地推理天文学中的困难概念。这些材料基于对学生信念和推理困难的研究，并使用经过验证的教学策略。讲座教程已在不同机构进行了有效性现场测试，这些机构代表了广泛的学生群体和教学环境。除了材料开发之外，该项目的第二项工作重点是评估由于讲座和随后使用讲座教程而导致的学生概念理解和学习天文学态度的变化。使用预科课程完成定量和定性评估，
The Lecture-Tutorial curriculum development project produced a set of 29 learner-centered classroom instructional materials for a large- enrollment introductory astronomy survey course for non-science majors. The Lecture-Tutorials are instructional materials intended for use by collaborative student learning groups, and are designed to be integrated into existing courses with conventional lectures. These instructional materials offer classroom-ready learner-centered activities that do not require any outside equipment or drastic course revision for implementation. Each 15-minute Lecture-Tutorial poses a sequence of conceptually challenging, Socratic dialogue-driven questions, along with graphs and data tables, all designed to encourage students to reason critically about difficult concepts in astronomy. The materials are based on research into student beliefs and reasoning difficulties, and use proven instructional strategies. The Lecture-Tutorials have been field- tested for effectiveness at various institutions, which represent a wide range of student populations and instructional settings. In addition to materials development, a second effort of this project focused on the assessment of changes in students’ conceptual understanding and attitudes toward learning astronomy as a result of both lecture and the subsequent use of Lecture-Tutorials. Quantitative and qualitative assessments were completed using a precourse,