A Campus-Wide Investigation of Clicker Implementation: The Status of Peer Discussion in STEM Classes.
A Campus-Wide Investigation of Clicker Implementation: The Status of Peer Discussion in STEM Classes.
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DOI：
10.1187/cbe.15-10-0224
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Smith MK
中科院分区：
文献类型：
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作者：
Lewin JD;Vinson EL;Stetzer MR;Smith MK
作者观察了大学STEM课程并记录了点击器的使用。有和没有点击器的课程比较表明，点击器的使用不会显着影响讲课时间。一种解释源于对点击器使用的三种不同模式的观察，这三种模式在教学行为和问题难度上不同。在缅因州大学，初中和高中教师观察了250多个大学的科学、技术、工程和数学课程，并收集了关于教学性质的信息，包括如何使用点击器。课堂教学（n = 80）和（n = 184）点击器的比较表明，虽然教学行为不同，单独使用点击器并不显着影响教师讲课的时间。一个可能的解释来自于对点击器用途：同伴讨论，学生有机会在点击器问题中彼此交谈;个人思考，没有观察到同伴讨论;和替代合作，学生有时间进行讨论，但没有与点击器问题配对。对这些模式的调查揭示了行为范围、教师讲课的时间以及回答点击器问题的挑战性方面的差异。由于教师可以从一个点击器问题到下一个不同的教学风格，我们还探讨了个别教师如何在点击器问题中纳入同伴讨论的差异。这些研究结果提供了新的见解，在校园范围内的点击器实施的范围，以及如何使用这些研究结果，以告知有针对性的专业发展教师。
The authors observed university STEM classes and documented clicker use. Comparisons of classes taught with and without clickers show that the use of clickers does not significantly impact lecture time. One explanation stems from the observation of three distinct modes of clicker use that differ in instructional behaviors and question difficulty. At the University of Maine, middle and high school teachers observed more than 250 university science, technology, engineering, and mathematics classes and collected information on the nature of instruction, including how clickers were being used. Comparisons of classes taught with (n = 80) and without (n = 184) clickers show that, while instructional behaviors differ, the use of clickers alone does not significantly impact the time instructors spend lecturing. One possible explanation stems from the observation of three distinct modes of clicker use: peer discussion, in which students had the opportunity to talk with one another during clicker questions; individual thinking, in which no peer discussion was observed; and alternative collaboration, in which students had time for discussion, but it was not paired with clicker questions. Investigation of these modes revealed differences in the range of behaviors, the amount of time instructors lecture, and how challenging the clicker questions were to answer. Because instructors can vary their instructional style from one clicker question to the next, we also explored differences in how individual instructors incorporated peer discussion during clicker questions. These findings provide new insights into the range of clicker implementation at a campus-wide level and how such findings can be used to inform targeted professional development for faculty.