Research and Teaching: Clickers Are Not Enough--Results of a Decade-Long Study Investigating Instructional Strategies in Chemistry

Autor/inn/en	Weiss, David J.; McGuire, Patrick; Clouse, Wendi; Sandoval, Raphael
Titel	Research and Teaching: Clickers Are Not Enough--Results of a Decade-Long Study Investigating Instructional Strategies in Chemistry
Quelle	In: Journal of College Science Teaching, 49 (2020) 3, S.58-65 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Teaching Methods; Chemistry; Science Instruction; Audience Response Systems; Educational Technology; Technology Uses in Education; Grades (Scholastic); Academic Persistence; Undergraduate Students; College Science; Lecture Method; Conventional Instruction; Small Group Instruction; Withdrawal (Education); ACT Assessment + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Notenspiegel; Kursabbruch; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Studies on the effectiveness of clickers in undergraduate chemistry courses are mixed, and there is disagreement on how to effectively leverage clickers to improve student learning performance. To fill a gap in the research, we analyzed three different teaching strategies (two involving clickers) in a General Chemistry I course over a 13-year time period. Student performance outcomes (e.g., midterm exam scores, final exam grades, final course grades, and course drop rates) were analyzed from 1,551 undergraduate chemistry students from three groups: (a) students who learned through traditional lecture without clickers; (b) students who used clickers in unstructured learning environments (unassigned groups) within a traditional lecture; and (c) students who used clickers in a structured, collaborative, small-group format (assigned groups) to solve problems during lecture. ANOVA indicated a statistically significant difference between Group 1 (lecture without clickers) and Group 3 (clickers in conjunction with collaborative, small, assigned groups) on all student performance outcomes studied. We also observed a reduction in the percentage of students withdrawing from the course when comparing the traditional lecture group to the groups exposed to clickers. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01