Class Generated Community Clicker Cases: testing a novel pedagogic approach connecting science and non-major students in large introductory biology classes

点击器的使用，特别是在大型入门课程中，作为一种刺激课堂讨论和鼓励所有学生参与的手段，正变得越来越有希望。该项目正在开发和测试一种新的教学方法的有效性，即课堂生成社区点击案例（CGCCC），用于讲授大型生物学入门课程。至少有14个部门的1540名学生正在参与这项技术的开发和评估，该技术已由首席研究员成功地进行了试点测试。在课堂讨论某一主题之前，学生们会得到一份一页的教师生成的相关问卷。学生们被要求用问卷采访一个真实的人，并在听到他们的回答时，用被采访者的语气写下他们的口头回答。在接下来的课堂上，学生们使用点击器来报告面试的反应。课堂结果会在提问后立即以直方图的形式显示出来。然后，学生们在课本上阅读有关主题的内容，在下一节课上，他们利用点击器进行测试，以确定他们对所涵盖主题的了解程度以及对其中概念的理解程度。本课程的设计是让访谈数据分析与讨论和解释章节内容和概念的时间交替进行。最终，学生们面临的挑战是揭示受访者对该主题的误解，在关于特定主题的倒数第二项作业中，他们回到受访者身边，与他们讨论其中一个采访问题，并分享课程内容的一个方面。然后，学生们提交一份简短的陈述，说明受访者对他们的讨论的反应。CGCCC相对于讲授的有效性将通过四个指标进行评估，两个指标评估学生的生物知识，两个指标评估学生对课程的看法：学生的事实知识；学生吸收和应用所学知识的能力；班级学生出勤率；以及学生自我报告的课程满意度。智力价值：智力价值源于：核心课程课程的完善；整个教学大纲的制作可以被其他机构使用或作为模型，并且这些研究产生的数据有可能解决教师对使用非讲座替代方法教授大型入门科学课程的担忧。更广泛的影响：更广泛的影响源于：培养和指导研究生成为教育家和科学家；为来自不同学术背景的教师举办的区域研讨会；以及正在制作的期刊出版物和会议报告。

(Biological Sciences 61) The use of clickers, particularly in large introductory courses, is becoming increasingly promising as a means of stimulating class discussions and encouraging participation by all students. This project is developing and testing the efficacy of a novel pedagogic alternative, Class Generated Community Clicker Cases (CGCCC), to lecturing in a large introductory biology course. A minimum of 1540 students, in 14 sections, are being involved in development and evaluation of this technique that has been successfully pilot tested by the Principle Investigator. Before the start day for class discussion of a topic, students are given a one-page faculty generated questionnaire relevant to it. The students are told to use the questionnaire to interview a real person and write down the verbal answers as they hear them, in the tone of the interviewee. During the next class period, students use clickers to report interview responses. The class results are displayed in histograms immediately after the question is asked. Students then read about the topic in their textbook and, in the next class period, utilizing the clickers, they take a quiz to determine their knowledge of the topic covered and their understanding of the concepts within it. The course is constructed so that interview data analysis days alternate with days devoted to discussion and explanation of chapter content and concepts. Ultimately students are challenged to reveal what misconceptions their interviewee had about the topic and, in the penultimate assignment about a specific topic, they return to their interviewee and discuss with them one of the interview questions and share one aspect of the course content. The students then hand-in a brief statement on how the interviewee responded to their discussion. The effectiveness of CGCCC versus lecturing will be assessed using four indicators, two assessing student knowledge of biology, and two assessing students opinion of the course: students' factual knowledge; students' ability to assimilate and apply the learned information; rates of student attendance in the class; and self-reported student satisfaction with the course. Intellectual merit: The intellectual merit stems from: the improvement of a core curriculum course; the production of an entire syllabus that can be used by or serve as a model for other institutions and, the potential for the data generated by these studies to address faculty concerns about the use of non-lecture alternative methods for teaching large introductory science classes. Broader impacts: The broader impacts stem from: the training and mentorship of graduate students to be educators as well as scientists; the regional workshops for faculty from a variety of academic settings; and the journal publications and conference presentations being produced.