Clickers in the Biology Classroom: Strategies for Writing and Effectively Implementing Clicker Questions That Maximize Student Learning
Clickers in the Biology Classroom: Strategies for Writing and Effectively Implementing Clicker Questions That Maximize Student Learning
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生物课堂上的答题器：编写和有效实施答题器问题以最大化学生学习的策略
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Jennifer Knight
中科院分区：
文献类型：
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作者：
Michelle K. Smith;Jennifer Knight
在过去的20年里，许多研究都描述了在科学课堂上使用点击器提出概念性问题对学生和教师的好处。在学生认为内容繁重的生物学课程中，点击器在鼓励学生应用知识和分析新情况方面尤其有用。作为一名教师，问与学习目标一致的问题，挑战学生的思维，激发学生的讨论，并提供信息来监控学生的学习都是有益的实践。然而，教师可能需要多次迭代才能看到这种奖励，而且他们通常不确定如何最好地编写和实现点击题。在本章中，我们重点介绍了基于证据的实践，这些实践可以帮助教师在生物学课堂上有效地使用点击器。具体来说，我们描述了如何通过提问来鼓励学生参与和学习，我们还提供了如何编写概念性问题以鼓励思考和讨论的指导。我们还讨论了学生在点击题中学习的证据，并给出了实施的实用建议。
Many studies over the past 20 years have described the advantages, for both students and instructors, of using clickers to ask conceptual questions in science classrooms. In biology courses, which students may view as content-heavy, clickers can be particularly helpful in encouraging students to apply their knowledge and analyze new scenarios. As an instructor, asking clicker questions that are aligned with learning goals, challenge student thinking, inspire student discussion, and provide information to monitor student learning are all rewarding practices. However, it can take instructors many rounds of iteration to see this reward, and often they are unsure how to best write and implement clicker questions. In this chapter, we highlight the evidence-based practices that can help instructors use clickers effectively in biology classrooms. Specifically, we describe how to ask clicker questions to encourage student engagement and learning, and we provide guidance about how to write conceptual questions that encourage thinking and discussion. We also discuss evidence about student learning during clicker questions and conclude with practical advice about implementation.