The Use and Impact of Personal Responder Devices in ASTRO 101

Details The Use and Impact of Personal Responder Devices in ASTRO 101 The Use and Impact of Personal Responder Devices in ASTRO 101

May 2004

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2004aas...204.1604d&link_type=abstract

American Astronomical Society Meeting 204, #16.04; Bulletin of the American Astronomical Society, Vol. 36, p.681

Computer Science

Learning

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Scientific paper

The Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona has been conducting an investigation into the use of wireless, personal responder devices in the large enrollment, non-science majors, introductory astronomy course (Astro 101). The use of responders is consistent with the National Research Council's emphasis on student metacognition in that they can promote a learner-centered classroom environment that incorporates appropriate and immediate assessments for both students and instructors (How People Learn: Brain, Mind, Experience and School, 1999, National Academy Press). In addition to using responders for taking attendance, for rapid-feedback quizzes, and for Peer Instruction: ConceptTests, we are using responders to conduct active research in the classroom. Specifically, we are using responders to assess student understanding of concepts in astronomy after traditional lecture and after students engage in learner-centered activities. Our data illustrates that responders may serve as a useful research tool to establish exactly when significant learning is taking place in your course. Furthermore, students report that the use of these responders is beneficial to their understanding, contributes to their exam grades, and enhances their interest in course topics.

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