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，旨在扩大和改进基于研究的创新教育技术的使用，以便最大限度地为最广泛的学生群体获取知识。课堂互动参与技术，包括电子投票系统，也被称为点击器或投票机（VM），正在越来越多地在世界各地的学院和大学使用，并由出版公司提供作为其教科书的辅助工具。事实证明，这些技术吸引了学生，但在制定和评估使用这些技术的策略方面却做得很少。 智力优势：本计画旨在开发出充分利用VM技术的问题序列，并进行系统的研究以评估其有效性。这个项目是基于理论框架，即学习是依赖于上下文。应用这一思想在一系列的初步研究中，一个有效的方法，形成使用VM的讲座已被确定。每个概念都被纳入一系列具有不同表面特征的VM问题中。建议的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，使教师很容易使用这种新的方法。我们的目标是通过使用虚拟机来提高学生的物理概念知识，以增加学生的互动性，并作为一种手段，让学生在各种背景下的概念。结果是：（1）改善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单一概念问题序列，这些问题序列经过测试并被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;以及（5）VM用户指南。 通过研讨会、互动网站、“如何”VM手册以及与大量教师合作，该项目正在发展教师的专业知识。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。社区大学，博士-一所本科院校约有96%的少数民族学生，确保了学生的多样性。该项目在为现代电子教室编写物理教育研究材料方面发挥主导作用，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.