Written justifications to multiple-choice concept questions during active learning in class
Written justifications to multiple-choice concept questions during active learning in class
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DOI：
10.1080/09500693.2016.1214303
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发表时间：
2016-07-01
影响因子：
2.3
通讯作者：
Higgins, Adam Z.
中科院分区：
文献类型：
--
作者：
Koretsky, Milo D.;Brooks, Bill J.;Higgins, Adam Z.
大型 STEM 入门课程的教师越来越多地让学生在课堂上积极参与，通过单独和小组回答多项选择概念问题。本研究调查了基于技术的工具的使用，该工具允许学生在课堂上回答此类问题。该工具还允许教师提示学生提供书面回答，以证明他们选择的多项选择答案的合理性。我们假设，促使学生解释和详细阐述他们的答案选择会导致他们更加关注和使用规范的科学推理过程，并使他们能够更频繁地正确回答问题。该研究包含两个部分。首先，采用交叉准实验设计来确定要求学生单独提供对 39 个概念问题的答案选择的书面解释（处理条件）与不提供书面解释的学生相比的影响。其次，我们分析一部分问题，看看学生是否识别出显着的概念并在解释中使用适当的推理。结果表明，征求书面解释可以对答案选择产生重大影响，而且这种影响通常是积极的。然而，学生并不总是能够清楚地阐明他们的答案的正确原因。
Increasingly, instructors of large, introductory STEM courses are having students actively engage during class by answering multiple-choice concept questions individually and in groups. This study investigates the use of a technology-based tool that allows students to answer such questions during class. The tool also allows the instructor to prompt students to provide written responses to justify the selection of the multiple-choice answer that they have chosen. We hypothesize that prompting students to explain and elaborate on their answer choices leads to greater focus and use of normative scientific reasoning processes, and will allow them to answer questions correctly more often. The study contains two parts. First, a crossover quasi-experimental design is employed to determine the influence of asking students to individually provide written explanations (treatment condition) of their answer choices to 39 concept questions as compared to students who do not. Second, we analyze a subset of the questions to see whether students identify the salient concepts and use appropriate reasoning in their explanations. Results show that soliciting written explanations can have a significant influence on answer choice and, when it does, that influence is usually positive. However, students are not always able to articulate the correct reason for their answer.