We present the results of a national study on the teaching and learning of astronomy as taught in general education, non-science-major, introductory astronomy courses. Nearly 4000 students enrolled in 69 sections of courses taught by 36 different instructors at 31 institutions completed ͑preand post-instruction͒ the Light and Spectroscopy Concept Inventory ͑LSCI͒ from Fall 2006 to Fall 2007. The classes varied in size and were from all types of institutions, including 2-and 4-year colleges and universities. Normalized gain scores for each class were calculated. Pre-instruction LSCI scores were clustered around ϳ25%, independent of class size and institution type, and normalized gain scores varied from about −0.07 to 0.50. To estimate the fraction of classroom time spent on learner-centered, active-engagement instruction we developed and administered an Interactivity Assessment Instrument ͑IAI͒. Our results suggest that the differences in gains were due to instruction in the classroom, not the type of class or institution. We also found that higher interactivity classes had the highest gains, confirming that interactive learning strategies are capable of increasing student conceptual understanding. However, the wide range of gain scores seen for both lower and higher interactivity classes suggests that the use of interactive learning strategies is not sufficient by itself to achieve high student gain.

So, just what is it that people teach in ASTRO 101? Very likely the astronomy-naı̈ve physicist will have to figure that out “on the run” and perhaps alone. There are lifelines, however.

A national study of teaching and learning in courses that introduce astronomy to nonscience majors shows that interactive learning strategies can significantly improve student understanding of core concepts in astrophysics.

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 101͒. 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 ͑LSCI͒ 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 characteristics͒, achieved characteristics ͑academic achievement and student major͒, 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. 1 The normalized gain is calculated as g = ͑post% − pre%͒ / ͑100− pre%͒, where pre% and post% are the percent correct for each student on the LSCI before and after instruction respectively. The denominator removes bias introduced by different pre-instruction starting points for each student. 2 The LSCI used in this study came in two forms, some with only two demographic questions: "What is your gender?" and "Have you previously taken an astronomy course?" others with all 15 demographics questions listed in the Appendix.