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Using Clickers for Deliberate Practice in Five Large Science Courses

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Title: Using Clickers for Deliberate Practice in Five Large Science Courses
Language: English
Authors: Hodges, Linda C., Anderson, Eric C., Carpenter, Tara S., Cui, Lili, Feeser, Elizabeth A., Gierasch, Tiffany Malinky
Source: Journal of College Science Teaching. Nov 2017 47(2):22-28.
Availability: 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
Peer Reviewed: Y
Page Count: 7
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Audience Response Systems, Science Instruction, Large Group Instruction, College Science, Drills (Practice), College Students, Introductory Courses, Biology, Chemistry, Physics, Likert Scales, Questionnaires, Statistical Analysis
Geographic Terms: Maryland
DOI: 10.2505/4/jcst17_047_02_22
ISSN: 0047-231X
Abstract: Clickers 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.
Abstractor: As Provided
Number of References: 23
Entry Date: 2017
Access URL: https://www.nsta.org/store/product_detail.aspx?id=10.2505/4/jcst17_047_02_22
Accession Number: EJ1161366
Database: ERIC
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  Data: 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
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  Data: Clickers 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.
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