Optimizing the Use of Personal Response Devices (Clickers) in Large-Enrollment Introductory Courses

Abstract

Clickers are electronic response devices with which a student can remotely submit responses to questions or problems posed by a teacher. The problems are typically true-false or multiple-choice questions, but can also include numerical problems. Clicker devices are particularly popular in large-enrollment introductory science, technology, engineering, and mathematics courses. A taxonomy of clicker use is introduced to classify the wide variety of tasks that may be accomplished with clickers. The taxonomy distinguishes between two key categories. The first category relates to questions probing attendance in class, preparedness of assigned reading, and interest in the subject matter. The second category pertains to activities for the enhancement of conceptual understanding and mastering of the material. It involves connecting clicker use to teaching and learning strategies that are thought-provoking, such as peer instruction and problem-based learning. Categories and subcategories are illustrated with key examples of clicker questions from a nonmajor introductory general chemistry course at the college or university level.

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

“…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.…”

Incorporación de simulaciones en el laboratorio de química general: influencia en el dominio afectivo del aprendizaje

“…Cada color se corresponde con entendido o no entendido, y permite al profesor saber rápidamente si sigue adelante o vuelve a incidir en el tema explicado. Parecen conseguir con ellos (Woelk, 2008) despertar o aumentar el interés en los alumnos en clases muy numerosas. Otros profesores optan por esa misma técnica añadiendo el trabajo cooperativo y las explicaciones entre iguales (Mazur, 1997).…”

LAMP: A Framework for Large-Scale Addressing of Muddy Points

“…In undergraduate engineering education, largeenrollment classes are common for introductory courses in various disciplines like physics [1], chemistry [2], biology [3], mathematics, and computer science. Instructors of such courses continuously deal with the diversity of the students that is inherent in such a class [4].…”