Context matters: increasing understanding with interactive Clicker Case studies

Lundeberg, Mary; Kang, Hosun; Wolter, Bjørn H. K.; delMas, Robert C.; Armstrong, Nancy; Borsari, Bruno; Boury, Nancy; Brickman, Peggy; Hannam, Kristi; Heinz, Cheryl; Horvath, Thomas; Knabb, Maureen; Platt, Terry; Rice, Nicole; Rogers, Bill; Sharp, Joan; Ribbens, Eric; Maier, Kimberly S.; DeSchryver, Mike; Hagley, Rodney D.; Goulet, Tamar L.; Herreid, Clyde Freeman

doi:10.1007/s11423-010-9182-1

Cited by 28 publications

(25 citation statements)

References 21 publications

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“…SRS afford instructors the ability to easily collect data on attendance and students' thinking in the moment. Hypothetically, the data on students' thinking should provide information on learning, yet, along with previous studies (Addison et al, 2009;Blood, 2010;Lasry, 2008;Lundeberg et al, 2011;Patterson et al, 2010), the findings of this study were not conclusive regarding the influence of SRS on learning.…”

Section: Implications For Practicecontrasting

confidence: 99%

Student Response Systems

Thomas

Pinter

Carlisle

et al. 2015

J Spec Educ Technol

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This study presents findings from an investigation of student response systems (SRS) in an undergraduate preservice teacher education classroom to investigate the impact of SRS use during lecture on the topic of learning disabilities (LDs). Participants were randomly assigned to the SRS group, a written response group, or a no response group, and evaluated at pre-and posttest for content knowledge, during lecture for reading accountability and engagement, at posttest regarding satisfaction with the learning experience, and following lecture, participants were asked to respond to a case study of a student with LD. Findings indicated that all participants performed significantly better at posttest on the measure of content knowledge, with no significant differences between groups. On the during lecture measure of engagement, students in the written response group outperformed peers in the SRS group on reading accountability items, but students in the SRS group demonstrated significantly better understanding of content and reported higher efficacy for their learning in comparison with peers. Participants were satisfied with the learning experience created by SRS use and reported that it improved their accountability for reading, increased their engagement with content, and that given a choice, they would prefer to use SRS in future classes. However, in response to the case study, relatively low percentages of participants were able to generate viable suggestions for evidence-based practices that could improve academic and social outcomes for students with LD like the case student. Future research should further investigate the impact of SRS on learning and transfer.

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Section: Implications For Practicecontrasting

confidence: 99%

Student Response Systems

Thomas

Pinter

Carlisle

et al. 2015

J Spec Educ Technol

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“…Case study teaching in science is supported by several national organizations, most notably the National Center for Case Study Teaching in Science (NCCSTS), which provides training and resources about developing and using case studies (e.g., Herreid 1994Herreid , 1997 and a peer-reviewed collection of science case studies. There is also increasing evidence for the effectiveness of case studies in enhancing important skills such as critical thinking and conceptual understandings (e.g., Herreid 2005;White et al 2009;Lundeberg et al 2011). We propose that the case study method may also be particularly effective for teaching about S-E synthesis and related concepts and competencies.…”

Section: Introductionmentioning

confidence: 91%

Teaching socio-environmental synthesis with the case studies approach

2014

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Socio-environmental synthesis (S-E synthesis) is a research method and problem-solving approach that integrates existing knowledge and data from natural and social sciences to advance understanding of socio-environmental systems and to inform solutions to environmental problems. As science becomes more transdisciplinary and collaborative and as new opportunities presented by the information age change how we do science, the teaching of S-E synthesis is increasingly important for preparing future environmental problem solvers, scientists, and citizens. S-E synthesis also provides a rich context for classroom instruction that can facilitate the achievement of diverse learning objectives. Here, we discuss efforts to adapt the evidence-based teaching practice of the case study method for teaching about the complex and interdisciplinary approach of S-E synthesis. We provide insights about the effectiveness of this teaching approach and offer practical advice for writing and implementing S-E synthesis cases. These insights are informed by experiences creating and using S-E synthesis case studies, both ours and those of participants of a short course on "Teaching about Socio-Environmental Synthesis with Case Studies" held at the National Socio-Environmental Synthesis Center (SESYNC). Assessment of S-E synthesis learning goals and the effectiveness of the case study method for teaching S-E synthesis are also discussed. Full development of this approach for teaching S-E synthesis will require a community effort, and our intention here is to offer a preliminary vision and qualitative assessment, to stimulate discussion, and to invite readers to join our efforts to create, use, and assess S-E synthesis case studies for teaching.

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“…Studies like the one completed by Lundeberg, Kang, Wolter, delMas, Armstrong, Borsari, and Hagley () demonstrate the positive effects of clickers on student learning and engagement within the classroom. If students are given proper immediate feedback after each question, then perhaps they will become more motivated and interested in learning as they gain confidence and experience more success.…”

Section: Student Engagementmentioning

confidence: 93%

“…Teachers are constantly striving to improve their students’ learning opportunities and experiences, and this technology has the possibility to enrich both. Research continues to show the relationship between student engagement and achievement (Lundeberg, Kang, Wolter, delMas, Armstrong, Borsari, & Hagley, ). Many schools have now obtained some type of classroom response systems, but many teachers feel intimidated or uncomfortable implementing them in their instruction.…”

Section: Closing Thoughtsmentioning

confidence: 99%