Using Clickers for Deliberate Practice in Five Large Science Courses

Hodges, Linda C.; Anderson, Eric C.; Carpenter, Tara; Feeser, Elizabeth A.; Gierasch, Tiffany Malinky

doi:10.2505/4/jcst17_047_02_22

Cited by 14 publications

(19 citation statements)

References 19 publications

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“…In some studies of undergraduate astronomy classes taught using PI, if instructors graded clicker questions for correctness, students discussed less and relied more on the student who seemed most knowledgeable (James, 2006;James et al, 2008). Faculty in science courses also report, however, that they use grading for correctness to prevent students from mindlessly clicking on answers to earn their participation points (Hodges et al, 2017). Balancing grading to include components of individual and group effort can both promote individual accountability and validate the importance of collaboration.…”

Section: Incentives For Participationmentioning

confidence: 99%

Student Engagement in Active Learning Classes

Hodges

2020

Active Learning in College Science

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As the evidence for the value of active learning in STEM classes grows, questions arise about how to implement such approaches to maximize their effectiveness. Definitions of active learning can lead us to believe that if students are doing content-related work in class rather than listening to lecture, their learning will naturally be improved. But research has shown that this is not necessarily the case. Successful active learning strategies in face-to-face classes depend on a multitude of factors, including question and activity design, faculty prompts, student incentives for participation, and group dynamics. In this chapter I discuss what research suggests is a key underlying reason that these factors impact the results of active learning approachestheir effect on the level of students' cognitive engagement. In this chapter, I discuss the ICAP (interactive, constructive, active, passive) framework for student engagement and how it manifests in various active learning formats. This model explains how certain student behaviors during active learning evoke deeper processing of ideas, and thus, lead to better student learning.

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Section: Incentives For Participationmentioning

confidence: 99%

Student Engagement in Active Learning Classes

Hodges

2020

Active Learning in College Science

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“…This work evolved from a prior study assessing a pedagogical reform in an introductory chemistry course that historically has a high DWF rate (35-50%). Reform efforts were driven by a deliberate practice framework (Ericsson et al, 1993), which has been used in other STEM course interventions (Ericsson, 2008;Deslauriers et al, 2011;Hobbs et al, 2013;Hodges et al, 2017). In addition to the reformed section (Section R, taught by author N. M.…”

Section: Prior Studymentioning

confidence: 99%

Course letter grades and rates of D, W, F grades can introduce variability to course comparisons

James

2023

Chem. Educ. Res. Pract.

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“…The pedagogical reform was informed by the deliberate practice framework for learning, a central tenant of which is that all students can obtain mastery through practice . The development of the deliberate practice framework drew heavily from the sports and music learning literature; however, it has since been applied to learning in a variety of other contexts such as physics, , chemistry, biology, , medicine, and writing . It was selected here because of its relevance to our institutional and departmental contextfor example, because of its ability to work within the context of the departmentally mandated curriculum.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Pedagogical Reform in an Introductory Chemistry Course and the Importance of Curricular Alignment

James

LaDue

2021

J. Chem. Educ.

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Despite the substantial progress made to develop evidence-based pedagogical practices that support student learning, many courses are dominated by “traditional” practices such as a passive lecture. Thus, a continued focus on reforming courses is necessary. Here we describe the deliberate practice-driven reform of a large lecture-format introductory chemistry course. We characterize the learning environment through course observations and exam item analysis. We characterize student outcomes through performance on shared exam items, overall course grades, and a pre/post-survey that includes cognitive and affective measures. Through cross-sectional comparisons to concurrent, unreformed course sections, we find that students in the reformed section scored higher on common exam items, earned higher overall course grades, and held more positive attitudes toward chemistry after having taken the course. However, no improvement is seen in conceptual learning as measured through the Chemistry Concept Inventory (CCI). We argue that this is due to a misalignment between the course curriculum, which emphasizes factual recall and algorithmic problem solving, and the CCI. This highlights the need for reform efforts to address both pedagogy and curriculum.

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Using Clickers for Deliberate Practice in Five Large Science Courses

Cited by 14 publications

References 19 publications

Student Engagement in Active Learning Classes

Student Engagement in Active Learning Classes

Course letter grades and rates of D, W, F grades can introduce variability to course comparisons

Pedagogical Reform in an Introductory Chemistry Course and the Importance of Curricular Alignment

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