scholarly journals Questions for Classroom Response Systems and Teaching Instrumental Element Analysis

2021 ◽  
Vol 75 (1) ◽  
pp. 33-38
Author(s):  
Gunnar Schwarz
Keyword(s):  
Electronic Devices ◽  
Lecture Hall ◽  
Active Engagement ◽  
Multiple Choice Questions ◽  
Element Analysis ◽  
Classroom Response Systems ◽  
Teachers And Students ◽  
Response Systems ◽  
Classroom Response ◽  
Practice Skills

Asking students questions is a central, although understudied and underappreciated, ingredient of teaching. Formative questioning provides many opportunities for teachers and students, e.g. to practice skills and receive feedback. Among other approaches, classroom response systems (CRSs), which run on the mobile electronic devices of students, facilitate such active engagement of students in the lecture hall. This paper presents an overview on questions for teaching with a focus on questions for CRSs and provides considerations and brief guidelines for the development of multiple-choice questions. Examples from a mid-sized analytical chemistry lecture illustrate additional challenges and different probes for potential misconceptions. Moreover, limitations of valid interpretation of students' responses are emphasized. This leads to a discussion of the value of incorporating prompts for justifications into questions.

Effectiveness of Clicker Classroom Response Systems in Small College Courses

2008 ◽  
Author(s):  
Katherine A. Becker ◽  
Jeana L. Magyar-Moe ◽  
Christina A. Burek ◽  
Amber K. McDougal ◽  
Autumn N. McKeel
Keyword(s):  
College Courses ◽  
Classroom Response Systems ◽  
Small College ◽  
Response Systems ◽  
Classroom Response

scholarly journals Modeling Active Engagement Pedagogy through Classroom Response Systems in a Physics Teacher Education Course

2013 ◽  
Vol 1 (5) ◽  
pp. 523-542 ◽  
Author(s):  
Marina Milner-Bolotin ◽  
Heather Fisher ◽  
Alexandra MacDonald
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Methods Course ◽  
Active Engagement ◽  
Future Teachers ◽  
Pedagogical Content ◽  
Classroom Response Systems ◽  
Response Systems ◽  
The Impact

One of the most commonly explored technologies in Science, Technology, Engineering, and Mathematics (STEM) education is Classroom Response Systems (clickers). Clickers help instructors generate in-class discussion by soliciting student responses to multiple-choice conceptual questions and sharing the distribution of these responses with the class. The potential benefits of clicker-enhanced pedagogy include: increased student engagement, reduced anxiety, continuous formative assessment, and enhanced conceptual understanding. Most studies, however, investigate the effects of clicker-enhanced instruction in large undergraduate STEM courses. The impact of this pedagogy on learning in small secondary or post-secondary classrooms is still relatively unexplored. The context of this study is a secondary physics methods course in a Teacher Education Program at a large Canadian university. One of the course assignments required future teachers to develop multiple-choice conceptual questions relevant to the secondary physics curriculum. This study investigates the impact of modeling clicker-enhanced active engagement pedagogy on future teachers’ Content Knowledge, Pedagogical Knowledge, and Pedagogical Content Knowledge, as revealed by this assignment. The results of the study indicate that: (1) modeling clicker-enhanced pedagogy in a physics methods course increases future teachers’ interest in active learning; (2) clicker-enhanced pedagogy is a powerful vehicle for developing Pedagogical Content Knowledge of future physics teachers; (3) clicker-enhanced pedagogy is a useful tool for teacher educators for identifying and addressing the gaps in the Content Knowledge of future teachers. This study sheds light on developing future teachers’ capacities to design and implement instruction that is driven by conceptual questions in the presence or absence of technology and the impact of this process on their Pedagogical Content Knowledge and attitudes about conceptual STEM learning.

Using Levels of Inquiry in the Classroom

2012 ◽  
pp. 1-20 ◽  
Author(s):  
Jeffrey Rylander
Keyword(s):  
Instructional Technology ◽  
Locus Of Control ◽  
Learning Process ◽  
Science Classroom ◽  
Google Docs ◽  
Classroom Response Systems ◽  
New Concepts ◽  
Response Systems ◽  
Classroom Response ◽  
Student Inquiry

The development of major concepts in a science classroom is explored through the instructional framework of varying the level of student inquiry. An exploration experience, interactive demonstration, discovery experiment, and application challenge serve as this framework for increasing the level in which the students ask questions, devise methods to answer these questions, and develop answers to the questions. Instructional technology tools such as classroom response systems, Google Docs, the use of blogs, and WebAssign are integrated into the inquiry experience to support the learning process. This inquiry model shifts the locus of control from the teacher to the student, as the student’s familiarity with new concepts deepens.

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