Browsing by Author "Nanes, Kalman M."
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Item Effect of Exam Wrappers on Student Achievement in Multiple, Large STEM Courses(NSTA) Hodges, Linda C.; Beall, Lisa C.; Anderson, Eric C.; Carpenter, Tara; Cui, Lili; Feeser, Elizabeth; Gierasch, Tiffany; Nanes, Kalman M.; Perks, H. Mark; Wagner, CynthiaMetacognition, the ability to think about and regulate one’s thinking, is an important factor in effective student learning. One intervention to promote student metacognition is the exam wrapper—a reflection students complete after an exam noting how their performance related to their preparation. Results are mixed on the effect of the exam wrapper use on student achievement in single STEM courses. In this study, we implemented exam wrappers in five large science and math courses and examined their impact on students’ course outcomes, as well as students’ self-reported behaviors on the Metacognitive Awareness Inventory (results for over 1,100 distinct individuals). Our data include a subset of students who completed exam wrappers in multiple courses simultaneously. We observed a modest but statistically significant positive relation between exam wrapper use and course grades in each course. The relation between exam wrapper use in multiple courses and cumulative grade point average was also statistically significant for male students. These results did not correlate with students’ metacognitive awareness, however. These findings have important implications for how instructors construct and implement wrappers to maximize their potential usefulness.Item A modified approach to team-based learning in linear algebra courses(Taylor and Francis Online, 2014-05-29) Nanes, Kalman M.This paper documents the author's adaptation of team-based learning (TBL), an active learning pedagogy developed by Larry Michaelsen and others, in the linear algebra classroom. The paper discusses the standard components of TBL and the necessary changes to those components for the needs of the course in question. There is also an empirically controlled analysis of the effects of TBL on the student learning experience in the first year of TBL use.Item Using Reading Quizzes in STEM Classes—The What, Why, and How(National Science Teachers Association, 2015) Hodges, Linda C.; Anderson, Eric C.; Carpenter, Tara; Cui, Lili; Gierasch, Tiffany Malinky; Leupen, Sarah; Nanes, Kalman M.; Wagner, Cynthia R.Many active learning pedagogies depend on students' preparing for class in advance. One common method for holding students accountable for this preparation is the use of reading quizzes. When used thoughtfully, reading quizzes can also actually promote student learning through the testing effect. In this article we describe why and how we use reading quizzes in biology, chemistry, mathematics, and physics courses. We point out the advantages and disadvantages of various delivery methods, such as in class or online, on paper or via clickers, and individual or team based. Our examples highlight the role of these quizzes in promoting student preparedness and in providing feedback to both students and instructors about student learning. Drawing on the literature and our experience, we answer questions that instructors may have about how to use these quizzes to help them achieve their goals for student learning.y