Classroom Response Systems for Implementing Interactive Inquiry in Large Organic Chemistry Classes

Abstract

The authors have developed “sequence response applications” for classroom response systems (CRSs) that allow instructors to engage and actively involve students in the learning process, probe for common misconceptions regarding lecture material, and increase interaction between instructors and students. “Guided inquiry” and “discovery-based learning” are based on the premise that the best learning occurs when students are actively engaged in developing hypotheses and arriving at conclusions for themselves, rather than learning in a passive lecture format. In this regard, we use CRSs to actively engage large lectures of 300+ students, where the traditional interaction between students and instructors is commonly limited to the first several rows of the lecture hall. Moreover, series response applications allow a nearly free response format for questioning students, as opposed to the traditional multiple-choice question format commonly used with CRSs. As such, we have observed that students are more engaged and actively involved in answering questions. This paper provides several examples to illustrate how our stepwise technique can be used to demonstrate the depth of insight into student understanding, even of multistep thought processes, afforded through this stepwise analysis.

The Effect Of Gamified Student Response System On Students’ Perception and Achievement

“…To make the session better, students recommended improvement related to technical matters, such as the strength of the school's internet network. Other recommendations are related to quiz design and facilitation factors which can be improved by the teacher [7] [9][ 10] [11].…”

“…Improved grades are an indirect result of students' attitudes towards subjects [4] [7]. These studies also emphasise the importance of teacher or instructor creativity when using SRS [7] [10] [11].…”

“…The use of SRS has been known for increasing student involvement in the classroom [4] [5] [6] [7], improving students' attitudes towards the subject and their perception about their learning environment [4] [8], increasing the level of student attendance in the class [7] [9], and increasing the ability of students to remember subject matter [10]. However, some studies also emphasise the importance of teacher or instructor creativity when using SRS [7] [10] [11]. Therefore, teachers or instructors need to consider using the gamification approach when using SRS.…”

Questions for Classroom Response Systems and Teaching Instrumental Element Analysis

“…There are many articles on the utilization of classroom responses systems (CRSs) for chemical education. [5][6][7][8][9] I characterized CRSs as interfaces between lecturers and students for question-answer sessions and proposed a framework for their implementation. [10] Indeed, CRSs offer a unique set of features: While a show-of-hands and coded cards are able to actively engage a large number of students, depending on the system employed, CRSs are also able to handle responses anonymously and al-low short written responses to be collected from all students swiftly.…”

Engaging in analytical chemistry in review classes: contests based on TV shows as fun evaluable checkpoints

“…Besides, they provide real-time answering simplifying result collection and record keeping [4,5]. Gamification is more intensively used in primary and secondary schools but it is increasingly common at the university level [1,2,[6][7][8] combined with on-line gaming apps [9][10][11], though slower than expected [12]. Inspired by previous examples using TV quiz show games, such as Who wants to be a chemical millionaire?…”