An Investigation into Introductory Astronomy Students' Difficulties with Cosmology, and the Development, Validation, and Efficacy of a New Suite of Cosmology Lecture-Tutorials

Autor/in	Wallace, Colin S.
Titel	An Investigation into Introductory Astronomy Students' Difficulties with Cosmology, and the Development, Validation, and Efficacy of a New Suite of Cosmology Lecture-Tutorials
Quelle	(2011), (578 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Colorado at Boulder
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1246-2166-1
Schlagwörter	Hochschulschrift; Dissertation; Learning Problems; Astronomy; College Students; Lecture Method; Tutoring; Instructional Material Evaluation; Academic Achievement; Video Technology; Investigations; Item Response Theory; Teaching Methods; Protocol Analysis; Achievement Gains; Science Education; Instructional Effectiveness; Statistical Significance; Arizona; Colorado + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lernproblem; Astronomie; Collegestudent; Förderkonzept; Nachhilfeunterricht; Schulleistung; Untersuchung; Item-Response-Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung; Naturwissenschaftliche Bildung; Unterrichtserfolg
Abstract	This study reports the results of the first systematic investigation into Astro 101 students' conceptual and reasoning difficulties with cosmology. We developed four surveys with which we measured students' conceptual knowledge of the Big Bang, the expansion and evolution of the universe, and the evidence for dark matter. Our classical test theory and item response theory analyses of over 2300 students' pre- and post-instruction responses, combined with daily classroom observations, videotapes of students working in class, and one-on-one semi-structured think-aloud interviews with nineteen Astro 101 students, revealed several common learning difficulties. In order to help students overcome these difficulties, we used our results to inform the development of a new suite of cosmology lecture-tutorials. In our initial testing of the new lecture-tutorials at the University of Colorado at Boulder and the University of Arizona, we found many cases in which students who used the lecture-tutorials achieved higher learning gains (as measured by our surveys) at statistically significant levels than students who did not. Subsequent use of the lecture-tutorials at a variety of colleges and universities across the United States produced a wide range of learning gains, suggesting that instructors' pedagogical practices and implementations of the lecture-tutorials significantly affect whether or not students achieve high learning gains. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10