Using Clickers for Deliberate Practice in Five Large Science Courses

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dc.contributor.authorHodges, Linda C.
dc.contributor.authorAnderson, Eric C.
dc.contributor.authorCarpenter, Tara
dc.contributor.authorCui, Lili
dc.contributor.authorFeeser, Elizabeth A.
dc.contributor.authorGierasch, Tiffany Malinky
dc.date.accessioned2019-02-28T20:02:14Z
dc.date.available2019-02-28T20:02:14Z
dc.date.issued2017-11-01
dc.description.abstractClickers are often used as an active learning tool in face-to-face classes to enhance student engagement and assess student learning. In this article we share the variety of ways that we use clicker questions to promote deliberate practice in large science courses. Deliberate practice is the use of specifically structured exercises that develop the skills and habits of mind essential to improve performance. We use clickers across five different courses in biology, chemistry, and physics at a midsize public research university to develop students' abilities in scientific reasoning and problem solving. We gathered students' views of our practices using the Classroom Response System Perceptions (CRiSP) Questionnaire. Even given the differences in our approaches, the majority of the 1,614 students who responded reported that our clicker questions enhanced their motivation, attention, engagement, and participation in class. Students recognized that we used clickers to provide practice and feedback, addressing their learning needs in real time. Students were less positive about clicker questions making class more enjoyable, and a third of students reported answering without really understanding. These responses may reflect that clickers require students to test themselves before the exam - a critical, though sometimes discomfiting, step to learning.en_US
dc.description.urihttps://www.nsta.org/store/product_detail.aspx?id=10.2505/4/jcst17_047_02_22en_US
dc.format.extent7 pagesen_US
dc.genrejournal articlesen_US
dc.identifierdoi:10.13016/m2uoqi-zclw
dc.identifier.citationLinda C. Hodges, Eric C. Anderson, Tara S. Carpenter, Lili Cui, Elizabeth A. Feeser, and Tiffany Malinky Gierasch, Using Clickers for Deliberate Practice in Five Large Science Courses, Journal of College Science TeachingVol. 47, No. 2, 2017, https://www.nsta.org/store/product_detail.aspx?id=10.2505/4/jcst17_047_02_22
dc.identifier.urihttp://hdl.handle.net/11603/12900
dc.language.isoen_USen_US
dc.publisherNSTAen_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Science Education Research Unit (SERU)
dc.relation.ispartofUMBC Faculty Collection
dc.relation.ispartofUMBC Faculty Development Center (FDC)
dc.relation.ispartofUMBC Physics Department
dc.relation.ispartofUMBC Chemistry & Biochemistry Department
dc.relation.ispartofUMBC Biological Sciences Department
dc.rightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
dc.subjectclassroom response system perceptions (CRiSP)en_US
dc.subjectclickersen_US
dc.subjectface-to-face classesen_US
dc.subjectstudent learningen_US
dc.titleUsing Clickers for Deliberate Practice in Five Large Science Coursesen_US
dc.typeTexten_US

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