学生对课堂提问的书面回答与天体物理学关键概念理解的相关性研究
An Investigation into the Correlations between Students' Written Responses to Lecture-Tutorial Questions and their Understandings of Key Astrophysics Concepts
摘要：
本文报道了学生对天文学入门概念的理解与他们对有针对性的讲课问题的书面回答的正确性和一致性之间的相关性。我们评估了454名大学水平的普通教育天文学入门学生在2010年，2011年和2012年春季授课的课程的正确性和一致性。我们假设，学生谁一贯提供高水平的正确性和一致性的反应将优于学生谁没有对天文学内容知识的多项措施。我们将学生的正确性和一致性分数与他们在光和光谱学概念量表（LSCI）上的归一化增益以及他们在密切相关的考试项目上的分数进行了比较。我们的分析显示，学生的正确性和连贯性得分与他们的LSCI成绩或考试项目得分之间不存在显着的相关性。然而，我们研究中的参与者组在LSCI和密切相关的考试项目上确实取得了高分。我们假设，这些差异是由于学生之间发生的讨论，这表明，教师谁教积极参与教学策略应该集中在确保他们的学生充分参与尽可能丰富的话语实施。
英文摘要：
This paper reports on an investigation into the correlations between students' understandings of introductory astronomy concepts and the correctness and coherency of their written responses to targeted Lecture-Tutorial questions. We assessed the correctness and coherency of responses from 454 college-level, general education, introductory astronomy students enrolled in courses taught in the spring of 2010, 2011, and 2012. We hypothesized that students who consistently provided responses with high levels of correctness and coherency would outperform students who did not on multiple measures of astronomy content knowledge. We compared students' correctness and coherency scores to their normalized gains on the Light and Spectroscopy Concept Inventory (LSCI) and to their scores on closely-related exam items. Our analysis revealed that no significant correlations exist between students' correctness and coherency scores and their LSCI gain scores or exam item scores. However, the participant group in our study did achieve high scores on the LSCI and on closely-related exam items. We hypothesized that these differences are due to the discussions that take place between students which suggests that instructors who teach with active engagement instructional strategies should focus their implementation on ensuring that their students fully engage in the richest possible discourse.
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