The instructor also noted that student discussions were longer, most likely because students had to discuss the biology rather than just confirming a specific answer choice. The results show that C students perform better when required to create their own answer for the question. For comparison, the same questions were asked in a different section of the same course but all questions were in the standard multiple choice format. After peer discussion, the same question was presented with potential answers in a multiple choice format and students used their clickers to answer. Students were first presented with an open response question on a PowerPoint slide where no potential answers were visible. Slideshow clicker support hyperlinks, volume control, it also combines more functions of page up, page down, play slides, black screen for powerpoint presentation, single click the multipurpose button which is labeled with a square to select hyperlink, double-click the multipurpose button to enter hyperlink, long press multipurpose button to switch window. In this study, students in a large introductory biology course were given clicker questions in different formats. Course response systems (clickers) can be used to increase active learning and student discussion. This study offers some evidence of the benefits of using open clicker questions (not revealing the multiple response options at first), specifically highlighting a positive impact on middle performing students.Ībstract: Active learning can improve student learning but can be more difficult to use in large classrooms. Published in the December 2015 Issue of Journal of Microbiology & Biology Education
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