Optimizing the Use of Personal Response Devices (Clickers) in Large-Enrollment Introductory Courses

Clickers are electronic response devices with which a student can remotely submit responses to questions or problems posed by a teacher. The problems are typically true-false or multiple-choice questions, but can also include numerical problems. Clicker devices are particularly popular in large-enro...

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Bibliographic Details
Published inJournal of chemical education Vol. 85; no. 10; pp. 1400 - 1405
Main Author Woelk, Klaus
Format Journal Article
LanguageEnglish
Published Easton Division of Chemical Education 01.10.2008
Division of Chemical Education of the American Chemical Society
American Chemical Society
Subjects
Chemistry
Classification
Classroom observation
College Science
Computer Software
Computer Uses in Education
Concept Formation
Cooperative learning
Educational Technology
Feedback
Handheld Devices
Introductory Courses
Learning
Learning Strategies
Peer Teaching
Problem Based Learning
Responses
Science Instruction
Scientific Concepts
Student Evaluation
Student Participation
Student Reaction
Teachers
Teaching aids & devices
Teaching Methods
Teaching with Technology
Misconceptions / Discrepant Events
Descriptive Chemistry
First-Year Undergraduate / General
Chemical Education Research
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Summary:Clickers are electronic response devices with which a student can remotely submit responses to questions or problems posed by a teacher. The problems are typically true-false or multiple-choice questions, but can also include numerical problems. Clicker devices are particularly popular in large-enrollment introductory science, technology, engineering, and mathematics courses. A taxonomy of clicker use is introduced to classify the wide variety of tasks that may be accomplished with clickers. The taxonomy distinguishes between two key categories. The first category relates to questions probing attendance in class, preparedness of assigned reading, and interest in the subject matter. The second category pertains to activities for the enhancement of conceptual understanding and mastering of the material. It involves connecting clicker use to teaching and learning strategies that are thought-provoking, such as peer instruction and problem-based learning. Categories and subcategories are illustrated with key examples of clicker questions from a nonmajor introductory general chemistry course at the college or university level.
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content type line 14
ISSN:0021-9584
1938-1328
DOI:10.1021/ed085p1400