The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Designing effective questions for classroom response system teaching
Open accessAbstract
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.
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Cites
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Inside the Black Box: Raising Standards through Classroom Assessment
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Chapter 3: Rethinking Transfer: A Simple Proposal With Multiple Implications
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Cited by
Clickers in the large classroom: Current research and best-practice tips
Caldwell, J. E. (2007) · CBE—Life Sciences Education · doi:10.1187/cbe.06-12-0205 · Cited by 1,291
Improved Learning in a Large-Enrollment Physics Class
Deslauriers, L., Schelew, E., & Wieman, C. (2011) · Science · doi:10.1126/science.1201783 · Cited by 1,270
Singer, S., & Smith, K. A. (2013) · Journal of Engineering Education · doi:10.1002/jee.20030 · Cited by 835
Examining the benefits and challenges of using audience response systems: A review of the literature
Kay, R. H., & LeSage, A. (2009) · Computers & Education · doi:10.1016/j.compedu.2009.05.001 · Cited by 705
Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., & Sese, F. J. (2013) · Computers & Education · doi:10.1016/j.compedu.2012.10.019 · Cited by 568
Metadata
- Authors
- Beatty, I. D., Gerace, W. J., Leonard, W. J., & Dufresne, R. J.
- Venue
- American Journal of Physics
- Published
- 2006-01-01
- Volume
- 74
- Issue
- 1
- Pages
- 31-39
- ISSN
- 0002-9505 (ISSN-L)
- 1943-2909
- OpenAlex
- W2157607125
- Cited by
- 379
- References
- 4
- FWCI
- 49.29
- Type
- journal article
- Language
- en
- Open access
- green
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