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A national study assessing the teaching and learning of introductory astronomy. Part I. The effect of interactive instruction
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10.1119/1.3065023
/content/aapt/journal/ajp/77/4/10.1119/1.3065023
http://aip.metastore.ingenta.com/content/aapt/journal/ajp/77/4/10.1119/1.3065023

Figures

Image of Fig. 1.
Fig. 1.

Geographical distribution of the 30 participating institutions in the United States.

Image of Fig. 2.
Fig. 2.

Histogram of the number of classes binned by the number of pre-tests.

Image of Fig. 3.
Fig. 3.

Plot of normalized gain vs. average pre-test percentage for all 69 class sections in the study. The different symbols represent the four different types of institutions at which the classes were taught. The shaded region represents the range of pre-test scores and normalized gain seen by Hake for college-level classes in his study of introductory physics classes.

Image of Fig. 4.
Fig. 4.

Plot of normalized gain vs. average pre-test percentage for all 69 class sections in the study. The different symbols represent different class sizes (based on number of pre-tests). The shaded region represents the range of pre-test scores and normalized gain seen by Hake for college-level classes in his study of introductory physics classes.

Image of Fig. 5.
Fig. 5.

Plot of normalized gain vs. average pre-test percentage for the 52 class sections with pre-tests. Pre-test scores and normalized gains are only for students who took both the pre-test and the post-test (“matched” student data). The different symbols represent the four different types of institutions at which the classes were taught. The shaded region represents the range of pre-test scores and normalized gain seen by Hake for college-level classes in his study of introductory physics classes.

Image of Fig. 6.
Fig. 6.

Plot of normalized gain vs. average pre-test percentage for the 52 class sections with pre-tests. Pre-test scores and normalized gains are only for students who took both the pre-test and the post-test (“matched” student data). The different symbols represent different class sizes (based on number of unmatched pre-tests). The shaded region represents the range of pre-test scores and normalized gain seen by Hake for college-level classes in his study of introductory physics classes.

Image of Fig. 7.
Fig. 7.

A plot of normalized gain vs. Interactive Assessment Score (IAS), derived from instructor responses to the IAI, for the 52 class sections with pre-tests.

Image of Fig. 8.
Fig. 8.

Histograms of the number of classes binned by normalized gain for both lower interactivity classes and higher interactivity classes . The average value of the normalized gain for the low and high interactivity class distributions is indicated with an arrow at the top of the plot. The lower interactivity average is 0.13, and the higher interactivity average is 0.29.

Tables

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Table I.

Summary of study data sorted by institution type.

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Table II.

Summary of study data sorted by class size ( of pre-tests).

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Table III.

Summary of study data for classes of pre-tests sorted by institution type.

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Table IV.

Summary of study data for classes of pre-tests sorted by class size.

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/content/aapt/journal/ajp/77/4/10.1119/1.3065023
2009-04-01
2014-04-24
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752b84549af89a08dbdd7fdb8b9568b5 journal.articlezxybnytfddd
Scitation: A national study assessing the teaching and learning of introductory astronomy. Part I. The effect of interactive instruction
http://aip.metastore.ingenta.com/content/aapt/journal/ajp/77/4/10.1119/1.3065023
10.1119/1.3065023
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