Implementing the Interactive Response System in a High School Physics Context: Intervention and Reflections

Autor/inn/en	Shieh, Ruey S.; Chang, Wheijen
Titel	Implementing the Interactive Response System in a High School Physics Context: Intervention and Reflections
Quelle	In: Australasian Journal of Educational Technology, 29 (2013) 5, S.748-761 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Audience Response Systems; Handheld Devices; Educational Technology; Responses; High Schools; Secondary School Teachers; Intervention; Questioning Techniques; Pedagogical Content Knowledge; Feedback (Response); Teacher Collaboration; College School Cooperation; Test Construction; Test Items; Foreign Countries; Science Instruction; Observation; Interviews; Student Evaluation; Technology Integration; Student Participation; Taiwan + Suchen Sie Ihr Suchwort? Unterrichtsmedien; High school; Oberschule; Befragungstechnik; Fragetechnik; Pädagogische Kompetenz; Lehrerkooperation; Testaufbau; Test content; Testaufgabe; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Beobachtung; Interviewing; Interviewtechnik; Schulnote; Studentische Bewertung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	The interactive response system (IRS) has been widely used to promote student learning since 2003. It is an electronic system connected to handset devices allowing students to transmit their responses by pressing the desired buttons and meanwhile allowing the teacher to monitor and track individual students' answers anonymously and statistically. However, there is limited research examining the challenges teachers may encounter when designing IRS-based questions and providing mediations which may lead them to develop quality questions. The purpose of this study is to address this research gap by investigating one high school teacher's IRS implementation based on both the teacher's and students' teaching/learning experiences as well as presenting an intervention to help the teacher develop higher quality IRS questions. High quality questions denote questions that are able to help students engage in deeper thinking and eventually lead to comprehensive understanding of the concepts learned. The data sources consist of tests, classroom observations, interviews, face-to-face meetings, and email correspondence. The findings disclose that enhancing the teacher's content knowledge and capability of recognizing the students' learning pitfalls is the foundation to developing quality IRS questions. Collaboration established between the teacher and a university physics education expert appears to have effectively helped both participants gain insights and knowledge into designing quality questions aimed at identifying the students' learning bottlenecks. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10