Chasm Crossed? Clicker Use in Postsecondary Chemistry EduCation
Chasm Crossed? Clicker Use in Postsecondary Chemistry EduCation
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DOI：
10.1021/acs.jchemed.6b00799
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发表时间：
2017-05-01
影响因子：
3
通讯作者：
Raker, Jeffrey R.
中科院分区：
文献类型：
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作者：
Gibbons, Rebecca E.;Laga, Emily E.;Raker, Jeffrey R.
化学教育中的课堂反应系统（CRS）的研究主要集中在发展循证策略的实施和新的实践者在教学实践中使用CRSs。我们对中学后化学教师的全国调查扩展了这些讨论，提供了对美国教室中CRS使用现状的广泛了解。我们的研究结果表明，对于那些采用这种技术的人来说，一个特定的上下文配置文件。此配置文件表明教师更有可能使用CRS报告的独特环境，特别是入门或基础课程级别的大型课程。有些人建议，化学反应监测系统将在化学教育中普及;我们注意到，已经找到了一个利基市场。
Research on classroom response systems (CRSs) in chemical education has primarily focused on the development of evidence-based strategies for implementation and novel practitioner uses of CRSs in instructional practice. Our national survey of postsecondary chemistry faculty extends these discussions, providing a broad-based understanding of the current state of CRS use in classrooms in the United States. Our results indicate a particular contextual profile for those who have adopted such technology. This profile indicates the unique environment in which faculty members are more likely to report using CRSs, specifically, large courses at the introductory or foundation course level. Some have suggested that CRSs will become universal in chemical education; we note that a niche market has been found.