Investigating Instructional Influences on the Productivity of Clicker Discussions

智力优势：这个项目通过描述学生讨论的特征并测试教育学的变化如何影响这些讨论的生产率，将研究和教育结合在一起。在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式，培训讨论主持人，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反应被无线录音，并对成绩单进行评分，以评估在这些不同环境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点击器讨论的编码工具，建立了数百个编码学生成绩单的数据库，并审查和分发了《生产性点击器讨论指南》。更广泛的影响：这个项目提供了所需的信息，以开发一个更好的师生学习伙伴关系的平台，在生物学入门课程，以及可能的其他课程。传播《生产性点击讨论指南》和其他交付成果也将使更多的个人和机构受益于该项目。此外，不太可能以科学为职业的学生(例如，来自代表性不足的群体的学生)受益于更广泛地采用以讨论为导向的风格，使用点击提问，因为这种风格在课堂上产生了一种通过分享想法和理由进行富有成效的互动的文化，并促进建立包容性的同龄人小组。

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.