Designing effective questions for classroom response system teaching.

Autor/inn/en	Beatty, I. D.; Gerace, W. J.; Leonard, W. J.; Dufresne, R. J.
Titel	Designing effective questions for classroom response system teaching.
Quelle	In: American journal of physics, 74 (2006) 1, S. 31-39 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-9505; 1943-2909
DOI	10.1119/1.2121753
Schlagwörter	Metakognition; Medien; Physik; Unterrichtstechnologie; Fragetechnik; Lernzielkontrolle; Medien; Metakognition; Fragetechnik; Lernzielkontrolle; Unterrichtstechnologie; Physik
Abstract	Classroom response systems can be powerful tools for teaching physics. Their efficacy depends strongly on the quality of the questions. Creating effective questions is difficult and differs from creating exam and homework problems. Each classroom response system question should have an explicit pedagogic purpose consisting of a content goal, a process goal, and a metacognitive goal. Questions can be designed to fulfill their purpose through four complementary mechanisms: directing students' attention, stimulating specific cognitive processes, communicating information to the instructor and students via classroom response system-tabulated answer counts, and facilitating the articulation and confrontation of ideas. We identify several tactics that are useful for designing potent questions and present four "makeovers" to show how these tactics can be used to convert traditional physics questions into more powerful questions for a classroom response system. © 2006 American Association of Physics Teachers.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Osnabrück
Update	2006/5