Research and Teaching: Eight Is Not Enough--The Level of Questioning and Its Impact on Learning in Clicker Cases

Autor/inn/en	Terry, David R.; Lemons, Paula; Armstrong, Norris; Brickman, Peggy; Ribbens, Eric; Herreid, Clyde Freeman
Titel	Research and Teaching: Eight Is Not Enough--The Level of Questioning and Its Impact on Learning in Clicker Cases
Quelle	In: Journal of College Science Teaching, 46 (2016) 2, S.82-92 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Questioning Techniques; Biology; Case Studies; Audience Response Systems; Pretests Posttests; Comparative Analysis; Multiple Choice Tests; Essay Tests; Achievement Gains; Teaching Methods; Intermode Differences; Instructional Effectiveness; Thinking Skills; College Science; Multivariate Analysis + Suchen Sie Ihr Suchwort? Befragungstechnik; Fragetechnik; Biologie; Case study; Fallstudie; Case Study; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Schriftlicher Sprachgebrauch; Achievement gain; Leistungssteigerung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Denkfähigkeit; Multivariate Analyse
Abstract	Three college faculty taught large general biology classes using case studies and personal response systems (clickers). Each instructor taught the same eight cases in two different sections, except the questions within the cases differed. In one section the questions were lower order (LO) factual inquiries, and in the other they were largely higher order (HO) application, analysis, or evaluation queries. Using pre- and posttest comparisons on multiple-choice tests and two essay tests, we found that there were striking learning gains using these clicker cases. There were no differences in learning gains between situations when LO questions were used versus HO questions. However, there were distinct differences among different cases, which appear due to the case itself and its topic. The emotional content of the case and its ability to engage students seems partially involved. The most dramatic result in the study was the finding that faculty had great differences in their success using clicker cases which appeared to be more related to their student bodies than teaching styles. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01