Personal Response Systems and Learning: It Is the Pedagogy that Matters, Not the Technology

Autor/inn/en	Gray, Kyle; Steer, David N.
Titel	Personal Response Systems and Learning: It Is the Pedagogy that Matters, Not the Technology
Quelle	In: Journal of College Science Teaching, 41 (2012) 5, S.80-88 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Academic Achievement; Tests; Earth Science; Science Curriculum; Lecture Method; Undergraduate Study; Higher Education; Peer Teaching; Audience Response Systems; Science Education; Physics; Peer Relationship; Tutorial Programs; Formative Evaluation; Pretests Posttests + Suchen Sie Ihr Suchwort? Schulleistung; Examination; Prüfung; Examen; Earth sciences; Geowissenschaften; Grundstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Peer group teaching; Peer Group Teaching; Naturwissenschaftliche Bildung; Physik; Peer-Beziehungen; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem
Abstract	Research has shown that asking conceptually based questions along with a personal response system (clickers) is an effective way of implementing the peer instruction pedagogy. Lecture tutorials are a paper-based method that also incorporates peer instruction. Past research has shown that both methods yield significant learning gains for students in introductory science courses. This study investigated whether using clickers in conjunction with lecture tutorials yields higher student learning gains than using only lecture tutorials. Students from an introductory Earth Science course participated in the study. Course data (exams, quizzes, attendance) and results from the Geoscience Concept Inventory indicated that high-performing students who used only lecture tutorials yielded similar learning gains to those of high-performing students who used both clickers for conceptually based questions and peer instruction lecture tutorials. The results suggest that the addition of clicker-based peer instruction pedagogy to lecture tutorials does not lead to additional learning gains. (Contains 2 tables and 2 figures.) (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	2017/4/10