Investigating Instructional Influences on the Productivity of Clicker Discussions

调查教学对答题器讨论效率的影响

• 批准号: 1140789
• 负责人: Jennifer Knight
• 金额: $ 19.67万
• 依托单位: University of Colorado at Boulder
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-06-01 至 2015-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1140789&HistoricalAwards=false
• 关键词: Investigating; Instructional; Influences; Productivity; Clicker

Intellectual merit: This project integrates research and education by characterizing student discussions and testing how changes in pedagogy impact productivity of these discussions. Faculty teaching different sections of Introductory Biology at the University of Colorado are prompting their students to discuss reasoning, providing models of productive discussion, training discussion facilitators, or holding individuals and groups accountable for their discussions. The responses by faculty and multiple small groups of students are audiotaped wirelessly and transcripts scored to assess the quality and effectiveness of discussions under these different settings. The results are helping determine which learning techniques have resulted in more productive discussions. Outcomes of this project include the refinement of coding tools applicable to clicker discussions, a database of hundreds of coded student transcripts, and a vetted and disseminated "Guide to Productive Clicker Discussions." Broader impacts: This project provides needed information to develop a platform for a better instructor-student learning partnership in introductory biology, and possibly other courses. The dissemination of the "Guide to Productive Clicker Discussion" and other deliverables also will allow additional individuals and institutions to benefit from the project. Moreover, students less likely to pursue science as a career (e.g., those from underrepresented groups), benefit from more widespread implementation of a discussion-oriented style using clicker questions because this style engenders a culture in the classroom of interacting productively through sharing ideas and justifications and promoting the establishment of inclusive peer groups.

智力价值：该项目通过描述学生讨论的特征和测试教学方法的变化如何影响这些讨论的生产力，将研究和教育结合起来。科罗拉多大学教授生物学导论不同部分的教师正在鼓励他们的学生讨论推理，提供富有成效的讨论模型，培训讨论促进者，或者让个人和团体对他们的讨论负责。教师和多个学生小组的回答被无线录音，并打分，以评估在这些不同设置下讨论的质量和有效性。研究结果有助于确定哪些学习技巧能带来更有成效的讨论。该项目的成果包括改进了适用于clicker讨论的编码工具，建立了一个包含数百个编码学生成绩单的数据库，以及经过审查和传播的“生产性clicker讨论指南”。更广泛的影响：该项目提供了必要的信息，以开发一个平台，以便在生物学入门课程中更好地建立师生学习伙伴关系，可能还有其他课程。此外，本署亦会派发“有效点击器讨论指引”及其他可交付成果，让更多个人及机构受惠。此外，不太可能将科学作为职业的学生（例如，那些来自代表性不足的群体的学生）受益于更广泛地实施以讨论为导向的风格，使用点击式问题，因为这种风格在课堂上产生了一种文化，通过分享想法和理由，促进建立包容性的同伴群体，从而产生富有成效的互动。