Creating Research-based Single-Concept Question Sequences for In-class Polling Systems

该项目是与杜佩奇学院和芝加哥州立大学的合作伙伴关系，旨在扩大和改进创新的研究型教育技术的使用，以便为最广泛的学生群体最大限度地获得知识。课堂互动参与技术，包括电子投票系统，也称为点击器或投票机（VM），正在世界各地的学院和大学中越来越多地使用，并且由出版公司作为教科书的附件提供。事实证明，这些技术吸引了学生，但在开发和评估其使用策略方面做得很少。智力价值：该项目旨在开发充分利用虚拟机技术的问题序列，并进行系统研究以评估其有效性。这个项目是基于学习是情境依赖的理论框架。通过一系列的初步研究，我们找到了一种在课堂上形成性地使用虚拟现实的有效方法。每个概念都包含在一系列具有不同表面特征的VM问题中。该研究的重点是使用基于研究的方法开发和评估问题序列，然后建立一个框架，使教学人员更容易使用这种新方法。目标是通过使用虚拟现实来增加学生的互动性，并将其作为一种让学生在各种环境中接触概念的手段，从而提高学生对物理概念的认识。结果是：(1)改善了学生在课堂环境中的学习；(2)基于不同学生群体和班级规模的比较结果；(3)大约135个VM单概念问题序列经过测试并证明是有效和可靠的；(4)为解决特定误解而开发的附加问题集；(5)虚拟机用户指南。通过研讨会、互动网站、虚拟机操作手册以及与大量教员合作，该项目正在培养教员的专业知识。更广泛的影响：该项目正在开发基于研究的问题集，并根据其使用情况构建一个学习成果数据库，这将促进STEM教育领域的发现和理解，同时促进教学、培训和学习。社区学院、博士学位授予机构和拥有约96%少数族裔学生的本科院校之间的合作确保了学生的多样性。该项目在开发现代电子课堂物理教育研究材料方面起着主导作用，并通过非技术文献和网站传播成果，以达到最广泛的教育受众。有商业出版的计划。

This project is a partnership with the College of DuPage and Chicago State University to expand and improve on the use of innovative research-based educational techniques in order to maximize knowledge gains for the broadest student base. In-class interactive engagement techniques, including electronic polling systems, also called clickers or voting machines (VM), are being used increasingly at colleges and universities throughout the world, and are offered by publishing companies as an adjunct to their textbooks. It has been demonstrated that such techniques engage students, but little has been done to develop and assess strategies for their use. Intellectual Merit: This project is to develop question sequences that fully exploit VM technology and to conduct systematic research to evaluate their effectiveness. This project is based on the theoretical framework that learning is context dependent. Applying this idea in a series of preliminary studies, an effective method for formative use of VM in lectures has been identified. Each concept is incorporated into a sequence of VM questions with different surface features. The emphasis of the proposed research is to develop and assess question sequences using research-based methodologies and then establish a framework, making it easy for teaching faculty to use this new approach. The goal is to improve students' conceptual knowledge of physics by using VM to increase student interactivity and as a means of exposing students to concepts in a variety of contexts. Outcomes are: (1) improved student learning in a lecture environment; (2) comparison results based on diverse student populations and class sizes; (3) approximately 135 VM single-concept question sequences that are tested and shown to be valid and reliable; (4) additional question sets developed to address specific misconceptions; and (5) a VM user's guide. Through workshops, interactive web sites, a "how to" VM manual, and working with significant numbers of instructors, the project is developing faculty expertise.Broader Impacts: The project is developing research-based question sets and constructing a database of learning gains based on their usage that will advance discovery and understanding in the field of STEM education while promoting teaching, training, and learning. Collaboration among a community college, a Ph.D.-granting institution, and an undergraduate institution with approximately 96% minority students ensures student diversity. The project assumes a leading role in developing physics education research-based material for the modern electronic lecture classroom, and is disseminating results via non-technical literature and websites in order to reach the broadest educational audience. There are plans for commercial publication.