To Click or Not to Click is Not the Question: How Research with Clickers Develops a Better Understanding of When Learning Happens in Your Classroom

Details To Click or Not to Click is Not the Question: How Research with Clickers Develops a Better Understanding of When Learning Happens in Your Classroom To Click or Not to Click is Not the Question: How Research with Clickers Develops a Better Understanding of When Learning Happens in Your Classroom

Dec 2006

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006aas...209.3103p&link_type=abstract

2007 AAS/AAPT Joint Meeting, American Astronomical Society Meeting 209, #31.03; Bulletin of the American Astronomical Society, V

Computer Science

Learning

1

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, or clickers, in the large enrollment, non-science majors, introductory astronomy course, ASTRO 101. The use of clickers is consistent with the National Research Council’s emphasis on student metacognition in that they can be used to promote a learner-centered classroom environment which incorporates appropriate and immediate assessments for both students and instructors. In addition to using clickers for taking attendance, rapid-feedback quizzes, and for Peer Instruction (ConceptTests), we are using clickers to conduct active research. Specifically, we are using clickers to assess student understanding after traditional lecture and after students engage in learner-centered activities (not related to using clickers). Our data illustrates that clickers may serve as a reliable research tool to establish exactly when significant learning is taking place in your course. Furthermore, students report that clickers are beneficial to their understanding, contribute to their exam grades, and enhance their interest in course topics, even when used as research tools. In essence, students are, at least patricianly, attributing their success in their courses to the use of clickers which are being implemented to gather data in the same manner as the more traditional Scantron form. We will also present anecdotal results which suggest that students more fully engage intellectually with astronomy concepts when asked to vote with colored cards because they are more personally accountable for their responses when the professor can, in real time, “see” if they are correct or not. This observation motivates us, as a community of astronomy education researchers, to more carefully examine which sorts of questions and which types of feedback mechanisms can have the greatest impacts on student learning and attitudes.

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