Lecture Rule No. 1: Cell Phones ON, Please! A Low-Cost Personal Response System for Learning and Teaching

Lee, Albert W. M.; Ng, Joseph Kee‐Yin; Wong, Eva; Tan, Alfred; Lau, April K. Y.; Lai, Stephen F. Y.

doi:10.1021/ed200562f

Cited by 29 publications

(14 citation statements)

References 11 publications

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“…The voting in peer instruction can be assessed more quantitatively than by estimating numbers from a show of hands. A number of proprietary classroom response systems (i.e., clickers) as well as smartphone-based non-proprietary systems (Lee et al, 2013;Luo et al, 2016) are available to record, quantify, and display student responses. Because responses may be tracked to individual students, these systems have the potential to gather data on a particular student's participation (and thus, attendance) and level of understanding.…”

Section: Combined Just-in-time Teaching and Peer Instructionmentioning

confidence: 99%

Active Learning Approaches to Teaching Soil Science at the College Level

Amador

2019

Front. Environ. Sci.

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Traditional passive approaches to teaching, such as lectures, are not particularly effective at promoting student learning, or at developing the qualities that employers seek in graduates from soil science programs, such as problem-solving and critical thinking skills. In contrast, active learning approaches have been shown to promote these very qualities in students. Here, I discuss my use of active learning approaches to teach soil science at the introductory and advanced levels, with particular focus on problem-based learning (PBL), and combined just-in-time teaching (JITT) and peer instruction (PI). A brief description of the each pedagogical approach is followed by evidence of its impact on student learning in general and, when available, its use in soil science courses. I describe and discuss my experiences using these approaches teaching introductory soil science (face-to-face and online), soil chemistry and soil microbiology courses, and provide examples of some of the problems I use. I have found the benefits to student learning in terms of student engagement, ownership of learning, and development of critical thinking and problem-solving skills easily outweigh the additional effort required, and are clear relative to traditional, passive approaches to teaching.

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Section: Combined Just-in-time Teaching and Peer Instructionmentioning

confidence: 99%

Active Learning Approaches to Teaching Soil Science at the College Level

Amador

2019

Front. Environ. Sci.

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“…Os 130 itens encontrados tiveram seus títulos e abstracts revisados manualmente em busca da palavra 1 A revisão foi realizada apenas nos periódicos disponíveis on-line. [26][27][28][29]; abordavam estratégias didáticas que se baseiam na filosofia do "peer teaching" [30][31][32][33][34][35][36]; relata uso de sistemas de votação ou sistemas para apresentação de questões conceituais [37][38][39]. Além disso, outros dois artigos não foram encontrados através de meios eletrônicos para a leitura.…”

Section: Metodologiaunclassified

Uma revisão da literatura acerca da implementação da metodologia interativa de ensino Peer Instruction (1991 a 2015)

Müller

Araújo

Veit

et al. 2017

Rev. Bras. Ensino Fís.

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Este trabalho apresenta resultados de uma revisão da literatura acerca da implementação da metodologia interativa de ensino Peer Instruction (PI). Respondemos às seguintes questões de pesquisa: Em quais contextos de ensino (nível de ensino, país, área de ensino e disciplinas) pesquisadores têm investigado o PI? Que impactos o PI tem produzido na aprendizagem dos estudantes? Quais são os resultados instrucionais da implementação do PI em termos das atitudes dos professores em relação à metodologia e das modificações feitas na estrutura original da metodologia? Quais são os principais aspectos teóricos e metodológicos que pesquisadores utilizam para investigar implementações do PI? Os resultados da literatura apontam que grande parte das publicações foram conduzidas em universidades norte americanas, em disciplinas da área STEM, com destaque à disciplina de Física. A adoção do PI apresenta impactos positivos na aprendizagem conceitual dos estudantes, na habilidade de resolução de problemas e no desempenho acadêmico. Desenvolve sentimentos positivos relacionados à aprendizagem dos conteúdos e à metodologia. Professores realizam modificações ao implementar o PI integrando-o com outras metodologias, demonstrando sua flexibilidade. A maioria dos estudos é apoiada por análises empíricas e estatísticas, mas não por estruturas conceituais ou referenciais teóricos. Esta lacuna apresenta oportunidades para contribuições futuras.

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“…The system that I have been using, first as a free account, then as a paid service through my university is Poll Everywhere. Other companies exist, and there is now even a custom in-house designed system, based on SMS messaging, that was recently published [6].…”

Section: Classroom Pollingmentioning

confidence: 99%

The use of digital technology in the class and laboratory

Harrison

2013

Anal Bioanal Chem

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Lecture Rule No. 1: Cell Phones ON, Please! A Low-Cost Personal Response System for Learning and Teaching

Cited by 29 publications

References 11 publications

Active Learning Approaches to Teaching Soil Science at the College Level

Active Learning Approaches to Teaching Soil Science at the College Level

Uma revisão da literatura acerca da implementação da metodologia interativa de ensino Peer Instruction (1991 a 2015)

The use of digital technology in the class and laboratory

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