A National Study Assessing the Teaching and Learning of Introductory Astronomy Part II: The Connection between Student Demographics and Learning
A National Study Assessing the Teaching and Learning of Introductory Astronomy Part II: The Connection between Student Demographics and Learning
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评估天文学入门教学的全国研究第二部分：学生人口统计与学习之间的联系
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
V. Gonzaga
中科院分区：
文献类型：
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作者：
A. Rudolph;E. Prather;G. Brissenden;D. Consiglio;V. Gonzaga
这是关于普通教育中天文学教学的国家研究系列报告中的第二篇，非科学专业，介绍性大学天文学课程，以下简称天文学101。这里报告的分析是使用来自全国各地69个Astro 101课程的近2000名学生的数据进行的。这些学生完成了15个问题的人口统计调查，除了完成26个问题的光和光谱学概念清单LSCI前和后的教学。LSCI被用来通过为每个学生计算的归一化增益来确定学生的学习。多元回归分析进行，以确定如何归因特征的个人人口和家庭特征，取得的特点，学习成绩和学生的专业，以及使用互动学习策略与学生在这些类的学习。结果显示，即使在控制了个人特征之后，学生的学习也有了显着的改善，互动学习策略的使用也有所增加。此外，我们发现，互动式学习策略的积极影响同样适用于男性和女性，跨种族，为学生与所有级别的事先数学准备和物理科学课程的经验，独立于GPA，无论主要语言。这些结果有力地说明，所有类别的学生都可以受益于有效实施互动学习策略。
This is the second in a series of reports on a national study of the teaching and learning of astronomy in general education, nonscience major, introductory college astronomy courses hereafter referred to as Astro 101. The analysis reported here was conducted using data from nearly 2000 students enrolled in 69 Astro 101 classes taught across the country. These students completed a 15-question demographic survey, in addition to completing the 26-question Light and Spectroscopy Concept Inventory LSCI pre- and post-instruction. The LSCI was used to determine students’ learning via a normalized gain calculated for each student. A multivariate regression analysis was conducted to determine how ascribed characteristics personal demographic and family characteristics, achieved characteristics academic achievement and student major, and the use of interactive learning strategies are related to student learning in these classes. The results show dramatic improvement in student learning with increased use of interactive learning strategies even after controlling for individual characteristics. In addition, we find that the positive effects of interactive learning strategies apply equally to men and women, across ethnicities, for students with all levels of prior mathematical preparation and physical science course experience, independent of GPA, and regardless of primary language. These results powerfully illustrate that all categories of students can benefit from the effective implementation of interactive learning strategies.