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1.
There is a growing interest in using classroom response systems or clickers in science classrooms at both the university and K-12 levels. Typically, when instructors use this technology, students are asked to answer and discuss clicker questions with their peers. The existing literature on using clickers at the K-12 level has largely focused on the efficacy of clicker implementation, with few studies investigating collaboration and discourse among students. To expand on this work, we investigated the question: Does clicker use promote productive peer discussion among middle school science students? Specifically, we collected data from middle school students in a physical science course. Students were asked to answer a clicker question individually, discuss the question with their peers, answer the same question again, and then subsequently answer a new matched-pair question individually. We audio recorded the peer conversations to characterize the nature of the student discourse. To analyze these conversations, we used a grounded analysis approach and drew on literature about collaborative knowledge co-construction. The analysis of the conversations revealed that middle school students talked about science content and collaboratively discussed ideas. Furthermore, the majority of conversations, both ones that positively and negatively impacted student performance, contained evidence of collaborative knowledge co-construction.  相似文献   

2.
This article identifies how clicker use can support or augment existing principles of good teaching across different disciplines in higher education. While many of these principles will be familiar to instructors, the link between student response system (SRS) use and existing pedagogical methods is still often unclear, even for scholars who are well read in the literature. Functioning as a resource for both novices and instructors who have already incorporated clickers into their courses, this article synthesizes existing literature and offers empirical data from five courses in three disciplines to show how SRSs can be used to support contemporary pedagogical goals. The authors discuss five exemplary practices, providing sample clicker questions along the way, to show how clickers can be used to facilitate active learning in large courses.  相似文献   

3.
Use of in-class concept questions with clickers can transform an instructor-centered "transmissionist" environment to a more learner-centered constructivist classroom. To compare the effectiveness of three different approaches using clickers, pairs of similar questions were used to monitor student understanding in majors' and nonmajors' genetics courses. After answering the first question individually, students participated in peer discussion only, listened to an instructor explanation only, or engaged in peer discussion followed by instructor explanation, before answering a second question individually. Our results show that the combination of peer discussion followed by instructor explanation improved average student performance substantially when compared with either alone. When gains in learning were analyzed for three ability groups of students (weak, medium, and strong, based on overall clicker performance), all groups benefited most from the combination approach, suggesting that peer discussion and instructor explanation are synergistic in helping students. However, this analysis also revealed that, for the nonmajors, the gains of weak performers using the combination approach were only slightly better than their gains using instructor explanation alone. In contrast, the strong performers in both courses were not helped by the instructor-only approach, emphasizing the importance of peer discussion, even among top-performing students.  相似文献   

4.
The use of personal response devices (or “clickers”) in the classroom has increased in recent years. While few quantitative studies on the effectiveness of clickers have been published, it is generally reported that clickers have been well-received by the students who use them. Two separate populations (Winter 2006 and Spring 2006) of engineering students were given clickers to use during a general chemistry class. Clicker use was compared to student grades for each course. During both terms, a higher percentage of female students than male students “actively participated” in the lectures, where active participation was defined as answering more than 75% of the clicker questions over the course of the term. Active male students earned final grades about 10 points higher than non-active male students. Active female students, however, scored only about 5 points higher than non-active female students. Student learning was assessed by comparing performance on exam questions and clicker questions with similar content. Students who answered clicker questions correctly were 11–13% more likely to answer the corresponding exam questions correctly than were students who did not answer the clicker question. In this paper, we demonstrate the effectiveness of clicker use in the classroom and examine gender differences associated with this use.  相似文献   

5.
A number of studies have focused on how students and instructors feel about digital learning technologies. This research is focused on the substantive difference in learning outcomes between traditional classrooms and classrooms using clickers. A randomized block experimental design involving four sections of undergraduate Operations Management classes was used to determine if clicker systems increase student learning of both quantitative and conceptual material in Operations Management. Learning was measured using the difference between the scores on an entrance examination and the final examination. The findings of this research provide evidence that the use of immediate feedback using a technology like clickers can have a positive impact on student learning as measured by test scores.  相似文献   

6.
Classroom response systems, or clickers, have become pedagogical staples of the undergraduate science curriculum at many universities. In this study, the effectiveness of clickers in promoting problem-solving skills in a genetics class was investigated. Students were presented with problems requiring application of concepts covered in lecture and were polled for the correct answer. A histogram of class responses was displayed, and students were encouraged to discuss the problem, which enabled them to better understand the correct answer. Students were then presented with a similar problem and were again polled. My results indicate that those students who were initially unable to solve the problem were then able to figure out how to solve similar types of problems through a combination of trial and error and class discussion. This was reflected in student performance on exams, where there was a statistically significant positive correlation between grades and the percentage of clicker questions answered. Interestingly, there was no clear correlation between exam grades and the percentage of clicker questions answered correctly. These results suggest that students who attempt to solve problems in class are better equipped to solve problems on exams.  相似文献   

7.
What can be done to promote student–instructor interaction in a large lecture class? One approach is to use a personal response system (or “clickers”) in which students press a button on a hand-held remote control device corresponding to their answer to a multiple choice question projected on a screen, then see the class distribution of answers on a screen, and discuss the thinking that leads to the correct answer. Students scored significantly higher on the course exams in a college-level educational psychology class when they used clickers to answer 2 to 4 questions per lecture (clicker group), as compared to an identical class with in-class questions presented without clickers (no-clicker group, d = 0.38) or with no in-class questions (control group, d = 0.40). The clicker treatment produced a gain of approximately 1/3 of a grade point over the no-clicker and control groups, which did not differ significantly from each other. Results are consistent with the generative theory of learning, which predicts students in the clicker group are more cognitively engaged during learning.  相似文献   

8.
The use of clickers in the classroom has been linked to student learning. However, studies that examine the effects of clickers on learning often conceptualize a clicker exercise as a single, homogeneous cognitive processing (CP) event. We offer a conceptualization of sequenced cognitive activities that unfold during a clicker exercise. An inductive approach is adopted to identify three CP events that occur during a clicker exercise: an investigation event, a confirmation event, and a ratification event. We then use data collected from a sample of 187 students in an undergraduate business capstone course to explore the relationships between the three CP events and student learning. Contrary to expectations, not all CP events contribute positively to student learning. We discuss the implications of these findings and offer directions for future research that advance the understanding of clicker‐enhanced student learning. These insights afford instructors new options for optimizing the contributions of clicker exercises to student learning in their courses.  相似文献   

9.
Classroom voting can be an effective way to stimulate student discussions. In this pedagogy, the instructor poses a multiple-choice question to the class, and then allows a few minutes for consideration and small-group discussion before students vote, either with clickers, cell phones, or a non-electronic method. After the vote the instructor guides a class-wide discussion. Here we report on a study of precalculus voting questions that includes data from 25 classes taught by eight instructors at five institutions over the course of 7 years. The goal of this study is to explore ways of identifying the questions most likely to provoke good student discussions. We recorded the percentage of each class voting for each option on each question posed, a total of 851 votes. We have 60 questions on which we recorded the results from at least five classes. We identified the five questions with the most widely dispersed votes, a method that has a history of being helpful in identifying good discussion questions. We present these five questions here, four of which we found to be examples of questions which are particularly good at stimulating student discussions. We include notes about how we used the questions in class.  相似文献   

10.
Prescribed active learning increases performance in introductory biology   总被引：4，自引：0，他引：4  
We tested five course designs that varied in the structure of daily and weekly active-learning exercises in an attempt to lower the traditionally high failure rate in a gateway course for biology majors. Students were given daily multiple-choice questions and answered with electronic response devices (clickers) or cards. Card responses were ungraded; clicker responses were graded for right/wrong answers or participation. Weekly practice exams were done as an individual or as part of a study group. Compared with previous versions of the same course taught by the same instructor, students in the new course designs performed better: There were significantly lower failure rates, higher total exam points, and higher scores on an identical midterm. Attendance was higher in the clicker versus cards section; attendance and course grade were positively correlated. Students did better on clicker questions if they were graded for right/wrong answers versus participation, although this improvement did not translate into increased scores on exams. In this course, achievement increases when students get regular practice via prescribed (graded) active-learning exercises.  相似文献   

11.
Student response systems (clickers) are viewed positively by students and instructors in numerous studies. Evidence that clickers enhance student learning is more variable. After becoming comfortable with the technology during fall 2005-spring 2006, we compared student opinion and student achievement in two different courses taught with clickers in fall 2006. One course was an introductory biology class for nonmajors, and the other course was a 200 level genetics class for biology majors. Students in both courses had positive opinions of the clickers, although we observed some interesting differences between the two groups of students. Student performance was significantly higher on exam questions covering material taught with clickers, although the differences were more dramatic for the nonmajors biology course than the genetics course. We also compared retention of information 4 mo after the course ended, and we saw increased retention of material taught with clickers for the nonmajors course, but not for the genetics course. We discuss the implications of our results in light of differences in how the two courses were taught and differences between science majors and nonmajors.  相似文献   

12.
Classroom response systems (often referred to as “clickers”) have slowly gained adoption over the recent decade; however, critics frequently doubt their pedagogical value starting with the validity of the gathered responses: There is concern that students simply “click” random answers. This case study looks at different measures of response reliability, starting from a global look at correlations between formative clicker responses and summative examination performance to how clicker questions are used in context. It was found that clicker performance is a moderate indicator of course performance as a whole, and that while the psychometric properties of clicker items are more erratic than those of examination data, they still have acceptable internal consistency and include items with high discrimination. It was also found that clicker responses and item properties do provide highly meaningful feedback within a lecture context, i.e., when their position and function within lecture sessions are taken into consideration. Within this framework, conceptual questions provide measurably more meaningful feedback than items that require calculations.  相似文献   

13.
The 2011 passage of the Food Safety Modernization Act requires managers to teach and verify that employees have learned and are engaged in science‐based food safety behaviors. Instructors using embedded assessments such as clickers can receive immediate feedback on how well learners understand what is being taught, allowing instructors to provide immediate, additional clarification and motivation. The objectives of this study were to: design and implement embedded assessment learning activities for each lecture objective in a combined undergraduate/graduate‐level, food chemistry course; measure students’ performance on three online examinations; and compare students’ performance on objectives reinforced by embedded assessment techniques against those objectives receiving traditional emphasis. For Exam 1, embedded assessment questions averaged 80.0% and traditional emphasis questions averaged 76.4%; for Exam 2, embedded assessment questions averaged 84.6% and traditional emphasis questions averaged 80.6%; and for Exam 3, embedded assessment questions averaged 85.9% and traditional emphasis questions averaged 73.7%. Pooling scores over all exams gave a grand mean of 83.6% for embedded assessment questions and 77.2% for traditional questions. As hypothesized, the average scores on questions reinforced by embedded assessment were considerably higher, 8.3% overall, with significantly (P < 0.05) higher scores. During lectures, students commented on the embedded assessments that then led to further discussion of any unclear points. When the class did poorly, operationalized as less than 80% correct, they petitioned to get a “do over” on the embedded assessment question after a clarifying discussion. Because the students became managers of their own learning, through embedded assessments, it is hoped that they will become more proficient instructors.  相似文献   

14.
Although the use of clickers and peer discussion is becoming common in large-lecture undergraduate biology courses, their use is limited in small-enrollment seminar-style courses. To investigate whether facilitating peer discussion with clickers would add value to a small-enrollment seminar-style course, we evaluated their usefulness in an 11-student Embryology course at the University of Colorado, Boulder. Student performance data, observations of peer discussion, and interviews with students revealed that adding clickers to a small-enrollment course 1) increases the chance students will do the required reading before class, 2) helps the instructor engage all students in the class, and 3) gives students a focused opportunity to share thinking and to learn from their peers.  相似文献   

15.
We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course. Students completed activities in one of three treatments: discussion, writing, and discussion + writing. Treatments were rotated weekly between three sections taught by three different instructors in a full factorial design. The data set was analyzed by generalized linear mixed-effect models with three independent variables: student aptitude, treatment, and instructor, and three dependent (assessment) variables: change in score on pre- and postactivity clicker questions, and coding scores on in-class writing and exam essays. All independent variables had significant effects on student performance for at least one of the dependent variables. Students with higher aptitude scored higher on all assessments. Student scores were higher on exam essay questions when the activity was implemented with a writing component compared with peer discussion only. There was a significant effect of instructor, with instructors showing different degrees of effectiveness with active-learning techniques. We suggest that individual writing should be implemented as part of active learning whenever possible and that instructors may need training and practice to become effective with active learning.  相似文献   

16.
This study examined college instructors’ utilization and perceived value of sources of instructional feedback (institutional student ratings, consultation with an instructional specialist, soliciting feedback from students, self-assessment, self-observation, peer/administrator observation, and peer coaching). We examined relationships between the utilization of each source of feedback with job satisfaction and psychological needs satisfaction. We solicited instructors (N?=?126) via email. Results revealed self-assessment was the most utilized source of instructional feedback, and instructor-solicited feedback from students was perceived as the most useful. Job satisfaction was significantly correlated with basic psychological needs. We discuss qualitative findings, implications, and suggestions for future research.  相似文献   

17.
Flipped classrooms continue to grow in popularity across all levels of education. Following this pedagogical trend, the present study aimed to enhance the face-to-face instruction in flipped classrooms with the use of clickers. A game-like clicker application was implemented through a bring your own device (BYOD) model to gamify classroom dynamics in the spirit of question-and-answer competitions. A series of flipped learning lessons were created for the study, with clickers integrated into question-and-answer activities associated with each of the lessons as formative assessments to assist students in the learning of English as a foreign language. In this quasi-experimental research, the data were gathered using a summative assessment, a perception survey, and individual interviews. The collected data were then analyzed to compare the students’ flipped learning experiences, with or without clicker use. The results indicated that the gamified use of clickers had positive influences on student learning, with regard to their performance, perceptions, and preferences. This study thus suggests that the emerging generation of clicker technology allows for a cost-effective BYOD integration model in flipped classrooms, through which it is possible to seamlessly bridge pre-class and in-class activities and to effectively promote student learning.  相似文献   

18.
ABSTRACT

This paper presents results from a small-scale study of third-year Instrumentation and Control Engineering (n?=?37) at the University of Plymouth. The aim of the study was to enhance student learning and increase participation via the use of clickers. Clickers allow for student participation anonymously. The lecture content was modified to embed clicker questions at regular intervals to test knowledge, understanding and cognitive skills. Largely, the students preferred interactive lectures to traditional didactic lectures and using clickers increased student engagement and participation. Interestingly, compared to assessment results from the previous year, the increased level of engagement did seem to lead to an overall improvement in grades of approximately 10% in the subject of Control Engineering. However, in Instrumentation, the average fell by approximately 20%. One possible contributory factor of this drop could be the changed exam format for Instrumentation only. This year, the multiple choice section was removed from the Instrumentation examination paper. Furthermore, an analysis of variance showed that in addition to using clickers in the lectures, attendance plays a key role. Results of this small-scale study show that for a more complex subject like Control, student learning, engagement and attainment can increase by the use of clickers.  相似文献   

19.
Beliefs about knowledge have been found to relate to a variety of student outcomes and to vary across educational domains and instructional contexts. However, there are limited data on students’ beliefs about information and truth, vis-à-vis knowledge (i.e., epistemic beliefs) and how these beliefs differ across instructional settings. Undergraduates from two educational contexts, in the USA (n?=?240) and the Netherlands (n?=?72), participated in this study. While students in the USA were enrolled primarily in lecture and discussion classes, students in the Netherlands followed a problem-based learning curriculum. Beliefs about knowledge, information, and truth and their interrelations were examined across these two contexts through graphical and written justification tasks. Results from this exploratory study indicate that Dutch students were more likely than American students to depict knowledge, information, and truth as subjective and to define knowledge and information as synonymous. Commonalities and differences associated with educational backgrounds are considered in relation to instructional implications.  相似文献   

20.
Scratch-off immediate feedback assessment technique (IF-AT) forms and classroom response systems (clickers) can increase student engagement and interaction and help students prepare for exams by indicating the type and level of questions they will encounter. We used the IF-AT throughout the semester in three sections of a lower-division biology class; in two, students worked on IF-AT questions in small permanent groups, and in one, students alternated between IF-AT and clickers each week. At the end of the semester, students answered surveys about instant feedback techniques. Students appreciated prompt feedback on their understanding of course material, enjoyed the group interaction and opportunities to learn from each other, and continued to have positive perceptions of instant feedback activities and to take them seriously throughout the semester. While appreciating the versatility of clicker questions, we find that the ease of use, low cost, effectiveness, and improved classroom climate of the IF-AT method are particularly commendable.  相似文献   

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