Physics – Physics Education
Scientific paper
2005-08-17
Physics
Physics Education
11 pages, including 6 figures and 2 tables. Submitted (and mostly approved) to the American Journal of Physics. Based on invit
Scientific paper
10.1119/1.2121753
Classroom response systems (CRSs) can be potent tools for teaching physics. Their efficacy, however, depends strongly on the quality of the questions used. Creating effective questions is difficult, and differs from creating exam and homework problems. Every CRS question should have an explicit pedagogic purpose consisting of a content goal, a process goal, and a metacognitive goal. Questions can be engineered to fulfil their purpose through four complementary mechanisms: directing students' attention, stimulating specific cognitive processes, communicating information to instructor and students via CRS-tabulated answer counts, and facilitating the articulation and confrontation of ideas. We identify several tactics that help in the design of potent questions, and present four "makeovers" showing how these tactics can be used to convert traditional physics questions into more powerful CRS questions.
Beatty Ian D.
Dufresne Robert J.
Gerace William J.
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