Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology

Beatty, Ian D.; Gerace, William J.

doi:10.1007/s10956-008-9140-4

Cited by 150 publications

(131 citation statements)

References 38 publications

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“…We also found that the previously discussed concern about performance increases solely due to one student telling peers the answer was not supported by our data set. These two concerns have often been voiced as reasons for not implementing peer conversations in the classroom (Beatty and Gerace 2009). Results from the present investigation provide evidence that should mollify these concerns as we have shown that middle school students, even those without prior experience using clickers, had conversations that were on topic and there was some co-construction of knowledge.…”

Section: Resultssupporting

confidence: 50%

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What are Middle School Students Talking About During Clicker Questions? Characterizing Small-Group Conversations Mediated by Classroom Response Systems

et al. 2015

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There is a growing interest in using classroom response systems or clickers in science classrooms at both the university and K-12 levels. Typically, when instructors use this technology, students are asked to answer and discuss clicker questions with their peers. The existing literature on using clickers at the K-12 level has largely focused on the efficacy of clicker implementation, with few studies investigating collaboration and discourse among students. To expand on this work, we investigated the question: Does clicker use promote productive peer discussion among middle school science students? Specifically, we collected data from middle school students in a physical science course. Students were asked to answer a clicker question individually, discuss the question with their peers, answer the same question again, and then subsequently answer a new matched-pair question individually. We audio recorded the peer conversations to characterize the nature of the student discourse. To analyze these conversations, we used a grounded analysis approach and drew on literature about collaborative knowledge co-construction. The analysis of the conversations revealed that middle school students talked about science content and collaboratively discussed ideas. Furthermore, the majority of conversations, both ones that positively and negatively impacted student performance, contained evidence of collaborative knowledge co-construction.

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Section: Resultssupporting

confidence: 50%

“…When examining their conversations, we focused on the collaborative way scientific knowledge can be supported using this technology, building on calls for more rigorous investigations of pedagogical approaches to implementing clicker questions in K-12 classrooms (Beatty and Gerace 2009).…”

Section: Knowledge Co-construction In Peer Discussionmentioning

confidence: 99%

What are Middle School Students Talking About During Clicker Questions? Characterizing Small-Group Conversations Mediated by Classroom Response Systems

et al. 2015

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“…The group interaction and discussion is supported by a personal response system (PRS), which some educators consider to be a powerful tool for teaching science courses and large classes (e.g. Beatty & Gerace, 2009;Beatty, et al, 2006b;Caldwell, 2007;Hancock, 2010;Ribbens, 2007). Kay and LeSage (2009) reviewed over 50 studies and found that the use of PRS is beneficial to promote learning motivation, cognitive engagement, and interactive with peers, as well as facilitate formative assessment.…”

Section: Introductionmentioning

confidence: 99%

Technology enabled active learning (TEAL) in introductory physics: Impact on genders and achievement levels

Shieh

Chang

Liu

2011

AJET

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This study explored the impact of Technology Enabled Active Learning (TEAL) on students learning general physics, focusing on differences between genders and among various achievement levels. A quasi-experimental investigation was conducted on two semesters of courses offered in 2008. Data sources consisted of pre-tests, posttests, self-report surveys, class observations, and interview data. The test results indicate that the learning gain achieved by the experimental group was 11% higher than that achieved by the control group in the first semester, though the margin decreased to 1% in the second semester. In the situation of the low achievement level, there was no difference found in the learning gain achieved by the two groups in the second semester. The qualitative data revealed that student academic performances were disclosed to be associated with the following factors: the instructors' teaching styles and instructional skills, the students' prior knowledge, their study habits, and the cohort atmosphere. That is, implementation of the innovative tool alone might not be sufficient to significantly improve student performance. Nonetheless, the interactive, collaborative instructional approach seemed to appeal to females more than it did to males, disclosing the potential of TEAL in narrowing the learning gap between genders.

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“…Some examples are: voting for decision making, finding characteristics of an audience, market research, etc. In the last decade PRS are used in teaching and training to increase participation, engagement and learning (See for example, Beatty & Gerace, 2009;Mareno, Bremner, & Emerson, 2010).…”

Section: Introductionmentioning

confidence: 99%

Use of Personal Response Systems in Higher Education – A Case Study

Or‐Bach

2014

IJHE

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The study reported in this paper involved the employment of specially designed learning activities based on the use of a Personal Response System (PRS). Instructors in variety of disciplines are increasingly using personal response systems to increase participation, engagement and active learning. Most studies stress the benefits of using a PRS when dealing with large groups; in this paper we stress learning benefits for small classes. We demonstrate in a context of two very different courses how the PRS use can foster formative interactions in class as well as focusing students on the main discipline-specific concepts and skills. We describe the characteristics of these two courses along with their educational goals and how it influenced the design of the PRS-based learning activities. We describe the formative interactions in class as triggered by the PRS-based questions, and we describe findings regarding students' perceptions of the various contributions of the PRS-based learning activities.

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Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology

Cited by 150 publications

References 38 publications

What are Middle School Students Talking About During Clicker Questions? Characterizing Small-Group Conversations Mediated by Classroom Response Systems

What are Middle School Students Talking About During Clicker Questions? Characterizing Small-Group Conversations Mediated by Classroom Response Systems

Technology enabled active learning (TEAL) in introductory physics: Impact on genders and achievement levels

Use of Personal Response Systems in Higher Education – A Case Study

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