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Factors that promote success in large enrollment general chemistry courses taught with clickers
Abstract
The environment of a large (>300) enrollment first semester general chemistry course taught with clickers was characterized by statistical analysis of historical data, as well as through classroom observations and interviewing of professors and students. Four professors with experience teaching chemistry courses with clickers at this university were selected through purposeful sampling and interviewed. A total of 23 classroom observations were conducted. Data was collected from eleven students through interviews, emails, and focus groups. At the conclusion of the interview, students were categorized as field dependent, field intermediate, or field independent using a hidden figure test. Focus groups were assigned to represent one primarily field dependent group and one primarily field independent group. Interview, email, and focus group transcripts were analyzed until a theory of student interactions emerged. Student interactions are self-assembled, and the success of these interactions seems to be driven by the behavior of resonators: students who move throughout the classroom seeking interactions which maximize student learning.
... Communication Technology(ICT)dalam bidang pendidikan.Sementara itu, fasa kedua bagi soal selidik yang telah dibina untuk menentukan tahap minat dan kepuasan pembelajaran menerusi penggunaan blog adalah kaedah yang terbaik dalam mengumpul maklumat yang melibatkan sampel yang besar(Brownson, 2009;MacArthur, 2010).Ia juga boleh digunakan bagi analisis deskriptif statistik bagi memastikan kesahihan, kebolehpercayaan, dan statistik yang signifikan. Oleh itu, iaseragam dan mudah untuk ditadbir. ...
... Penyelidik menggunakanfon jenis 'Verdana' untuk senarai pautan. Fon jenis ini adalah lebih mudah dibaca dengan menggunakan saiz font yang piawai(MacArthur, 2010;Perschbach 2006) Sementara itu, reka bentuk latar belakang yang digunakan dalam blog ini diambil dari TemplateLite.com secara percuma.MenurutBrownson(2009)tekstur warna untuk latar belakang mestilah terdiri daripada warna yang dapat memberi penekanan kepada kandungan blog dan ia perlu mewakili konsep blog yang dibangunkan. ...
This study is to use the blog as a platform for e-learning focusing on topic of General Chemistry and determine the level of interest and satisfaction resulting from the use of these blogs. Blog is a site of knowledge where students ask questions, ideas and feedback to each other. An education type of blog was developed via GoogleBlogspot.com and it consists of five parts; Online lectures, Notes, Quizzes, Virtual Experiment and Online General Chemistry Games. Determination for the level of interest and satisfaction is through a questionnaire using Likert scale with the value of reliability Cronbach alpha coefficient .836. Purposive random sampling technique was used to select sample. The sample consisted of 36 students from the Universiti Pendidikan Sultan Idris (UPSI), who enrolled in General Chemistry (SKU 3013)semester 1session 2014/2015. The results showed that the average score for the interest and satisfaction are respectively 39.01 and 39.61. The results showed 77.8%students interested and 86.1% of studentssatisfied with the use of blogs.
... Communication Technology(ICT)dalam bidang pendidikan.Sementara itu, fasa kedua bagi soal selidik yang telah dibina untuk menentukan tahap minat dan kepuasan pembelajaran menerusi penggunaan blog adalah kaedah yang terbaik dalam mengumpul maklumat yang melibatkan sampel yang besar(Brownson, 2009;MacArthur, 2010).Ia juga boleh digunakan bagi analisis deskriptif statistik bagi memastikan kesahihan, kebolehpercayaan, dan statistik yang signifikan. Oleh itu, iaseragam dan mudah untuk ditadbir. ...
... Penyelidik menggunakanfon jenis 'Verdana' untuk senarai pautan. Fon jenis ini adalah lebih mudah dibaca dengan menggunakan saiz font yang piawai(MacArthur, 2010;Perschbach 2006) Sementara itu, reka bentuk latar belakang yang digunakan dalam blog ini diambil dari TemplateLite.com secara percuma.MenurutBrownson(2009)tekstur warna untuk latar belakang mestilah terdiri daripada warna yang dapat memberi penekanan kepada kandungan blog dan ia perlu mewakili konsep blog yang dibangunkan. ...
The aim of this study is to investigate the utilization of computer aided learning material
(Interactive Multimedia Courseware) for form 4 students entitled electrochemistry.
Using the animation advantages in software such as Macromedia Flash Professional 8.
The sample of this study is form 4 students, who are taking Chemistry at Sekolah
Menengah Agama, Slim River, Perak. After the data has been analysed, it is found that
there is significant differences between the mean score of pre and post test. This is
based on the analysis from t-test which is tested on the significant level, p = 0.05. Using
interactive multimedia courseware will increase students achievement and
understanding in the topic of electrochemistry. The increasing in the achievement score
are quite obvious showing that teaching using interactive multimedia courseware has a
positif impact towards students achievement in understanding focuses topic in this
research. Apart from that, based on questionnaires analysis has proved that most of
students agreed that using this interactive multimedia courseware has improved students
undestanding in the topic of electrochemistry.
... A number of empirical studies have been conducted to compare courses that have used clickers against those that have used other methods of instruction. These studies have established that one of the reasons for improved student performance is due to the pedagogical affordance of clickers in offering formative assessment (MacArthur, 2010). Poulis, Massen, Robens and Gilbert (1998) collected data over a 13 year period in chemistry, physics, and various engineering courses and found that when clickers were used (N = 2550), the pass rate was 85%, and when clickers were not used (N = 2841), the pass rate was 60%. ...
Audience response systems or 'clickers' are being used widely in both large and small educational settings. Clickers leverage upon a number of technological affordances to allow for adaptive and flexible learning to be accomplished. To promote active learning in its classrooms, Nanyang Technological University (NTU) in Singapore rolled out a campus-wide initiative called "Learning that Clicks!" on using the interactive technology of clickers. This initiative will enable the necessary transformation of pedagogy and learning design to support the epistemological paradigm shift of becoming more student-centric in nature. This preliminary study attempted to investigate the experiences of undergraduate students in learning in clicker-supported instructional environments. A survey consisting of nine items was administered to 640 students from 12 classes in the Engineering, Humanities and Sciences schools to solicit their views on the effectiveness of clicker technology as an instructional device. Generally, students felt that the use of clickers has improved the quality of their learning experiences. Overall, this study reveals that clicker technology offers great promise in promoting more collaborative and engaging learning environments and innovating instructional delivery, provided lecturers apply sound pedagogical principles in their teaching.
Especially, during the first year in university, absenteeism can have detrimental effects on grades and social integration of the student in the university community. According to pedagogical literature, altering teaching methods from lecturing toward engaging teaching, which applies various active teaching methods in the university classroom, can enhance learning, student participation, decrease absenteeism, and improve critical thinking and problem solving skills. In this research study, I used active learning and engaging teaching to prevent absenteeism in an attempt to improve grades, and to enhance interest in Biology among students in large first-year Introductory Biology classes. Results show that students were less absent from the class that used engaging teaching methods (Engaging Class) compared to classes that were taught by traditional lecturing without class engagement (Lecture Class). Also, the concept inventory test showed a significant increase in post-test quiz grades in the Engaging Class compared to the Lecture Class at the end of the semester. The student CLASSE survey indicated more interaction between faculty and students in the section that was taught using engaging methods. According to student focus group interviews, students in the Engaging Class appreciated the class activities and reported benefits for learning.
In recent years, larger geophysical data sets and novel model parameterizations have dramatically increased both the data and model space dimensions of many inverse problems. Because of their relatively low computational expense, trade-off curve corner estimation for choosing regularized models and "checkerboard" tests for evaluating model resolution are commonly applied, despite their limitations. We present and demonstrate a low-cost method for accurately estimating the diagonal elements of the model resolution matrix and for implementing generalized cross-validation (GCV) for optimal regularization parameter selection. The ability to estimate the diagonal of the resolution matrix and GCV function thus facilitates the introduction of additional tools for diagonal resolution analysis and regularization evaluation, even for very large inverse problems, with storage and computational costs comparable to those required for obtaining model solutions. We demonstrate the method using a Tikhonov regularized teleseismic body wave velocity inversion example with approximately 260,000 model parameters, where we validate randomly selected Rm diagonal elements against explicitly calculated values and compare GCV-estimated regularized model results to those obtained through traditional methods.
Teaching methods that promote interaction and discussion are known to benefit learning. However, large class sizes make it difficult to implement these methods. Research from the United States has shown that an electronic classroom communication system (CCS) can be used to support active discussion in large lecture classes. This investigation extends that research and it evaluates students' and teachers' experiences of CCS technology in the context of two different modes of discussion – peer-group and classwide discussion. With CCS technology, students' answers to multiple-choice concept tests are collated in real time with the class results fed back as a histogram. This information serves as the trigger for each mode of discussion. This paper explores the unique contribution of CCS technology, the relative strengths of peer- and class-wide discussion and some practical implementation issues.
The main purpose was to compare whether Pascual-Leone and Baddeley's models of information processing can explain performance of 83 Venezuelan freshman students in subjects such as chemistry, physics, mathematics, and language (Spanish). All students were tested on (a) Working Memory Span based on an adaptation of the Daneman and Carpenter task by Baddeley and colleagues, (b) Structural Mental Capacity based on Pascual-Leone's Figurai Intersection Test with no time limit, (c) Pascual-Leone's Functional mental capacity based on the Figurai Intersection Test with a time limit, (d) Witkin's field dependence/independence based on the Group Embedded Figures Test, and (e) formal operational reasoning based on the Group Assessment of Logical Thinking. Multiple regression analyses showed that compared to scores on Working Memory Span, scores on both the Group Assessment of Logical Thinking and Structural Mental Capacity are better predictors of performance in science courses. Scores on Working Memory Span, however, are better predictors in the language course. Simultaneous processing of a large number of bits of information (Pascual-Leone's Structural Mental Capacity) may be a more important constraint on performance in science courses than a model that postulates the storage and processing of information at the same time (Baddeley's working memory).
Assessment designed to enhance teaching and learning is called ``formative assessment.'' During formative assessment, teachers and students seek information about the state of student learning and then use the acquired information to adapt teaching and learning to meet student needs. ``Classroom formative assessment'' (CFA) requires that teachers explicitly engage in formative assessment during classroom learning activities. At a basic level, CFA occurs naturally and is a common part of most instructional settings. Nevertheless, the systematic practice of CFA is rare in secondary and post-secondary science education. Here we provide suggestions for those interested in formative assessment for use in teaching introductory physics. A simple model of classroom formative assessment is presented. Included are examples of formative assessment activities and suggestions for implementation.
For some time we have experimented at the Eindhoven University of Technology with a system which provides students with an electronic feedback path to the lecturer, audience paced feedback (APF). In this paper we describe this APF system, and give indications of its effectiveness.
We analyze the effectiveness of working in pairs on the Conceptual Survey of Electricity and Magnetism test in a calculus-based introductory physics course. Students who collaborated with a peer showed significantly larger normalized gain on individual testing than those who did not collaborate. We did not find statistically significant differences between the performance of students who were given an opportunity to formulate their own response before the peer discussions, compared to those who were not. Peer collaboration also shows evidence for the co-construction of knowledge. Discussions with individual students show that students themselves value peer interaction. We discuss the effect of pairing students with different individual achievements.
This article reviews literature from the past 33 years particular to the use of electronic response systems in college lecture halls. Electronic response systems, primarily used in science courses, have allowed students to provide immediate feedback to multiple-choice questions, and inform the instructor of student understanding. Research from the 1960s and 1970s indicates there is no significant correlation between student academic achievement and a stimulus-response method of using such systems. Recent studies have indicated there is significant student increase of conceptual gains in physics when electronic response systems are used to facilitate feedback in a constructivist-oriented classroom. Students have always favored the use of electronic response systems and attribute such factors as attentiveness and personal understanding to using electronic response systems. Ultimately, this review of literature points to the pedagogical practices of the instructor, not the incorporation of the technology as being key to student comprehension. Electronic response systems are viewed as a tool that holds a promise of facilitating earnest discussion. Recommendations are made that professional development focus on pedagogical practice for instructors considering the use of an electronic response system.
Teachers have begun using student response systems (SRSs) in an effort to enhance the learning process in higher education courses. Research providing detailed information about how interactive technologies affect students as they learn is crucial for professors who seek to improve teaching quality, attendance rates and student learning. This study investigates social, educational and emotional effects of the use of SRSs – clickers – at the University of Colorado at Boulder. Methods include participant observation, survey data from over 2000 students enrolled in three semesters of General Chemistry, and in‐depth interviews exploring the nature of student experiences with clickers. Findings suggest clickers significantly alter the social environment experienced by students as they learn. Clickers create learning environments characterized by greater activity, cooperation and conceptual application compared to traditional, lecture‐based instruction. Gender also influences whether students choose to work with peers during clicker‐prompted interaction. The qualitative analysis presented here extends upon themes identified in existing research on the effects of clickers for learning.
The advantages of the use of tools of Physics in the teaching for moving the students from mindless memorization to understanding and appreciation are discussed. To maximize learning, instructors must minimize cognitive load by limiting the amount of material presented, having a clear organizational structure to the presentation. To move a student toward expert competence, the instructor must focus on the development of the student's mental organizational structure by addressing the 'why' of the subject. Education research, careful measurements, and new technology make it possible to guide most students along the way towards a true understanding and appreciation of physics.
Rev.& expanded from Case study research in education,1988.Incl.bibliographical references,index
Interactive lecturing involves an increased inter-change between teachers, students and the lecture content. The use of interactive lectures can promote active learning, heighten attention and motivation, give feedback to the teacher and the student, aid increase satisfaction for both. This article describes a number of interactive techniques that can be used in large group presentations as well as general strategies that can promote interactivity during lectures.
Taking advantage of user-friendly technology, Audience Response Systems (ARS) facilitates greater interaction with participants engaged in a variety of group activities. Each participant has an input device that permits them to express a view in complete anonymity, and the composite view of the total group appears on a public screen. ARS can then be used to support summative and formative activities with groups ranging in size from as small as five through to large groups of several hundred. The data can be used to help the facilitator adjust the pace of teaching to match the requirements of the learners, gauge understanding, or trigger discussion and debate. Audience Response Systems in Higher Education: Applications and Cases reveals some of the history behind these systems, explores current theory and practice, and indicates where technology may move in the future. Cases are used to present the work of educators in a wide range of subject areas and with differing levels of experience with these systems.
This book provides an up-to-date, panoramic picture of the field of intellectual styles through describing, analyzing, and integrating the major theoretical and research works on the topic. Readers will gain a broad understanding of the field--its nature, origins, historical development, theories, research, and applications, as well as the interrelationships among major theoretical constructs proposed by different theorists in the past few decades. In particular, three major controversial issues in the field are addressed by both empirical findings and literature review: styles as better versus worse or as equal in merit; styles as traits versus styles as states; and styles as different constructs versus styles as similar constructs with different style labels. Educators will find ideas on how to improve their teaching and assessment of student performance. Student development specialists will be interested in the book because intellectual styles, as evidenced by recent studies, play a critical role in many aspects of student development including cognitive, affective, psychosocial, and career development. Psychologists will gain an understanding of an important facet of the field at the interface between cognition and personality. Managers in business will find the book relevant to such issues as effective supervision and staff training and development. The Nature of Intellectual Styles is intended for anyone--particularly researchers and students in the fields of education, psychology, and business management--who is interested in understanding intellectual styles and their effects on daily life. © 2006 by Lawrence Erlbaum Associates, Inc. All rights reserved.
This article reports on a large scale implementation of personal response units in three introductory science courses at the University of Western Ontario in Canada. An online survey of students was conducted to gather their perceptions on the uses of the devices, triangulated by participant observation of the classes and email interviews with the instructors. Although the students' perceptions were generally favourable, problems associated with implementation were widespread. Advantages and disadvantages of the technology are discussed along with suggestions for its use.
A design rationale for introducing electronic equipment for student interaction in lecture theatres is presented, linking the instructional design to theory. The effectiveness of the equipment for learning depends mostly on what pedagogic method is employed: various alternative types are introduced. Prospective studies are outlined for exploring its use over new ranges of application. Rival views of the concept of interactivity are one way to organise the evaluation of this learning technology.
For a particular class 44 subjects rated their class performance, class enjoyment, and enjoyment of the professor. They also indicated their actual choice of seating in one of four row sectors and one of three column sectors. Correlations supported the hypothesis that students who feel that they are performing well and enjoy the class and professor select seats having high possibilities of visual contact with the instructor.
This report is a review of research into the use of electronic voting systems to support lectures. This review, which was undertaken through funding from the Sub-Committee on Innovations in Learning, Teaching and Assessment, provides an overview of the potential of such systems; it also identifies issues associated with their use. Based on this review, it has been concluded that: • Voting systems are best understood as a tool rather than a teaching approach. They do not 'cause' good learning – in fact, if poorly prepared or used for their own sake, students were extremely critical of them. However, when lecturers used these tools as part of a wider effort to support active engagement with learning there is evidence that they can support increased motivation and attainment, at least in part as a result of their ability to provide rapid feedback on the learning process. • Such systems represent an opportunity to improve lecturing. The requirement to emphasise engagement and interaction with students prompts lecturers to reflect on qualities believed to characterise good teaching.
Learning chemistry, i.e. acquiring and changing chemical concepts, is a complex process. Investigating these processes is a complex task. Therefore, a variety of methods is necessary to provide relevant research results. The present paper explores the possibility of conducting discussions with entire chemistry classes in such a way that students are given a stronger role. The investigation tries to develop a structure for group discussions, guidelines for the role of the host as well as for the analysis of the discussions, and examples for stimuli that give students ample opportunity to discuss chemical concepts. To develop the method, a cyclical research design was adopted. Six groups of high school students participated. The discussions were videotaped and discussed within the team of researchers. The results are a number of principles for the structure of group discussions, for the role of the host, the tasks presented to the participants and the analysis of the videotaped discussions. The principles are illustrated using examples from the discussions. It emerged that students are ready to talk about chemical problems. In the discussions they focused on their interests in a particular field. The group discussion is an open, dynamic and self organising process. Further research can show whether this method also works in other situations. Researchers are encouraged to transfer our principles and guidelines to new topics and to continue refining them. It is also suggested to use group discussions in teacher training. [Chem. Educ. Res. Pract., 2004, 5, 265- 280]
The relationship between intelligence, as measured by the short form of the British Abilities Scales, and the Wholist‐Analytic and Verbal‐Imagery style dimensions, as assessed by the Cognitive Styles Analysis, was investigated with 119 12‐13‐year‐old middle school pupils (63 males and 56 females). Near zero correlations between intelligence and the styles were found. A Test of Embedded Shapes was also given and this correlated significantly with intelligence, but not with style. The effect of intelligence and style on performance on a range of school subjects was considered, and this showed significant main effects of intelligence and both of the styles. The results were discussed in terms of the nature of intelligence and cognitive styles.
This paper reports the findings of a study of student attitudes and student improvement in conceptual understanding using conceptests with an electronic response system in lecture courses. Students and instructors valued the feedback and interaction that the response system afforded. For a majority of the chemistry topics studied, student understanding improved between the conceptest and corresponding paired exam question, suggesting that the student statements that the conceptests helped improve understanding of the chemistry concepts have validity.
We surveyed Peer Instruction users worldwide to collect data on their experiences with the pedagogy. Force Concept Inventory pre- and post-test scores at a range of institutions show learning gains above the level for traditional pedagogies and consistent with interactive engagement.
The use of clickers (also referred to as Audience Paced Feedback, Classroom Communication Systems, Personal Response Systems, Electronic Voting Systems, Student Response Systems, Audience Response Systems, voting-machines, and zappers) has grown in college chemistry classrooms within the last decade. This review summarizes the pedagogic applications of research on clickers as well as insights from their practical use. Fifty-six publications reporting on the use of clickers in college-level science classrooms are categorized as practical application or research studies, and reviewed. Publications on the practical use of clickers suggest that students have a positive attitude towards the technology and that many benefits and few drawbacks are associated with its use. Research studies show that the use of clickers results in measurable increases in student learning in some cases and inconclusive results in other cases. In every published report of student improvement with the use of clickers, the course included student collaboration of some form.
Scitation is the online home of leading journals and conference proceedings from AIP Publishing and AIP Member Societies
A detailed example is used to illustrate the difficulties making sense of students' answers to multiple-choice questions. We explore how correct answers can be false indicators of student knowledge and understanding. We caution against excessive reliance on multiple-choice questions for instructional decisions.
Students enrolled in 8 summer intensive physics courses for academically gifted students participated in a pilot study to assess the effectiveness of such courses compared to ordinary year-long high school physics courses. The students in each class completed the Force Concept Inventory (FCI), and the average normalized gains for each class were compared with previously published data from both year-long high school courses and semester-long college courses. The average gains achieved by students in the intensive courses were comparable to those achieved by students in the ordinary-length courses. Recent work in physics education research has made such direct comparisons of standard-length and intensive physics courses possible and also suggests ways to improve student learning in both types of courses. Some further questions for research concerning intensive physics courses for gifted students are discussed.
The purpose of this study was to determine if there are relationship among freshmen students' Field depended or field independent (FD/FI) cognitive style, conceptual understandings, and problem solving skills in mechanics. The sample consisted of 213 freshmen (female = 111, male = 102; age range 17–21) who were enrolled in an introductory physics course required for science education prospective teachers. Data collection was done during the fall semesters in three successive years. At the beginning of each semester the Force Concept Inventory (FCI) and the Group Embedded Figure Test (GEFT) were administered to assess students' initial understanding of basic concepts in mechanics and FD/FI tendency of students, respectively. After completion of the course, the FCI and the Mechanics Base Line Test (MBT) were administered. The results indicated that students conceptual understanding were not statistically related to their FD/FI cognitive styles for both pre and post results. However, their problem‐solving skills were statistically related to their FD/FI cognitive style. The findings of the present and previous studies are compared, and the possible effects of the present studies on previous studies on teaching, learning and assessment for introductory mechanics are discussed.
Eighty 11‐year‐old children were assessed for preferred learning mode (pictorial or text), reading attainment and cognitive ability. They also received the Cognitive Styles Analysis which gave their positions on the Wholist‐Analytic and verbal‐Imagery cognitive style dimensions. With respect to learning mode, wholists preferred the mode which corresponded to their verbal‐imagery style; verbalisers chose text while Imagers chose pictures. Analytics, by contrast, were fairly equally divided across the verbal‐imagery dimension. On reading attainment and cognitive abilities, the performance of the wholists was superior by the verbalisers and declined fairly linearly with increasing imagery style, while analytics were again fairly constant across the dimension. The results were discussed in terms of their implications for the cognitive style dimensions.
I. OVERVIEW. 1. Introduction. 2. Peer Instruction. 3. Motivating the Students. 4. A Step-by-Step Guide to Preparing for a Peer Instruction Lecture. 5. Sample Lecture. 6. Epilogue. II. RESOURCES. 7. Mechanics Baseline Test. 8. Force Concept Inventory. 9. Questionnaire Results. 10. Reading Quizzes. 11. Concept Tests. 12. Conceptual Exam Questions. Appendix: Disk Instructions. Index.
This review article considered the nature of styles and strategies and then surveyed work on cognitive styles. Different researchers have used a variety of labels for the styles they have investigated. Analysis of the way in which they assessed style, its effect on behaviour and performance, and studies of the relationship to other labels, suggested that the labels may be grouped into two principal cognitive styles. These were labelled the Wholist‐Analytic and Verbialiser‐Imager dimensions. A computer presented method of assessing the position of an individual on these dimensions was described.
Experience using a wireless keypad system for five years in class rooms
is discussed. This system is designed to increase student participation.
The data can be displayed to students quickly and/or saved. The system
is flexible and can accommodate a wide variety of teaching styles.
Current pedagogical theory emphasizes the use of new computer-based instructional technologies for convergence, collaborative and participative learning, and in-class feedback. However, it is necessary to evaluate these technologies, especially to identify any student factors that might foster digital divides or differential outcomes. This study analyzes the influences on the student evaluation of a wireless course feedback system in two Master's classes, using a baseline influence survey, two later evaluation surveys, system data about answering review questions, and ratings and open-ended comments on the final course evaluation. Influences studied include demographics, variety of computer usage, web expertise, computer-email-web fluency, computer-mediated competency, levels of exposure to the system, and use of the system for in-class reviews and discussions. Fluency involved three dimensions, competency involved eight dimensions, and evaluation of the system included four dimensions. Different evaluation dimensions (training, easy to use, validity, fun, overall) were predicted (from 25% to 51%) by different combinations of prior web use, computer classes, exposure to the system, and different dimensions of computer-mediated competency (such as medium factors, interaction management, efficacy and overall CMC competency).
We report on the use of qualitative problem-solving strategies in teaching an introductory, calculus-based physics course as a means of highlighting the role played by conceptual knowledge in solving problems. We found that presenting strategies during lectures and in homework solutions provides an excellent opportunity to model for students the type of concept-based, qualitative reasoning that is valued in our profession, and that student-generated strategies serve a diagnostic function by providing instructors with insights on students' conceptual understanding and reasoning. Finally, we found strategies to be effective pedagogical tools for helping students both to identify principles that could be applied to solve specific problems, as well as to recall the major principles covered in the course months after it was over.
Wireless student response systems---"clickers"---address two of the oldest and most fundamental challenges in teaching: how to engage students and how to determine if they are learning what you are teaching. Clickers are relatively low cost and easy to use. Data show that when they are used well in large lecture classes, clickers increase the engagement of students and improve their learning. This is particularly true when students are encouraged to debate answers with their neighbors before answering. Students overwhelmingly like using clickers and believe that they increase their learning. Clicker use also increases class attendance. Like any technology, it is possible to misuse clickers. Common mistakes made by new clicker users and how to avoid them are described. As of 2006, clicker technology is changing in a way that favors radio (RF) rather than infrared transmission. Those installing clicker systems should profit from these changes.
This work provides a correlation study of the role of the following cognitive variables on problem solving in elementary physical chemistry: scientific reasoning (level of intellectual development/developmental level), working‐memory capacity, functional mental (M) capacity, and disembedding ability (i.e., degree of perceptual field dependence–independence). Nine individual studies, with seven problems and with various samples of first‐year undergraduate chemistry students at the University of Ioannina, were used. The problems were open‐book, while the students were as a rule not supplied with the necessary data (facts, figures, values of constants, etc.). The results were analysed by calculating Spearman’s ρ and Pearson r correlation coefficients. In addition, the seven individual studies were combined using a quasi meta‐analysis (n = 250). The main findings are: (1) scientific reasoning showed lack of correlation; (2) working‐memory capacity also showed weak correlation, but stronger than scientific reasoning; and (3) functional M‐capacity and disembedding ability played a very important role. The field may thus be of paramount importance in the novel (for the students) non‐algorithmic problems used in this study. Implications of the findings are discussed.
Cognitive styles are potentially useful in education as a means of characterizing stable individual differences that influence the effectiveness of teaching and learning. However, anyone interested in using styles in either research or practice is faced with a literature that is not only disorganized but also dated. Little basic research is being done to clarify the conceptual and measurement problems that bedevil the field. One way to revive interest in basic research would be to link ‘traditional’ conceptions of cognitive styles with the more vigorous field of cognitive psychology. This might result in new ways of conceptualizing individual styles, as well as resolving the problem of the relationships between styles. In this paper, I take a step in this direction by integrating some of the more common conceptions of cognitive styles into an information processing model of cognition.