Understanding Clicker Discussions: Student Reasoning and the Impact of Instructional Cues

Knight, Jennifer K.; Wise, Sarah; Southard, Katelyn M.

doi:10.1187/cbe.13-05-0090

Cited by 88 publications

(112 citation statements)

References 31 publications

Supporting

Mentioning

104

Contrasting

Unclassified

Order By: Relevance

“…In addition, during discussions when there is disagreement, as it is the case in the some correct answer groups, those peers with the correct response (and the right reasons) mostly convince their peers to change. Knigth et al (16) by recording peer instruction activities found cooperative group construction of knowledge in a high proportion (ϳ75%) of the peer discussions. Therefore, this provides support to the idea that the benefits of collaboration are not just the consequence of knowledge transmission (one student saying the correct answer to other group members) but the result of coconstruction of new knowledge by debate and discussion.…”

Section: Discussionmentioning

confidence: 99%

Effect of peer instruction on the likelihood for choosing the correct response to a physiology question

Relling

Giuliodori

2015

Advances in Physiology Education

View full text Add to dashboard Cite

The aims of the present study were to measure the effects of individual answer (correct vs. incorrect), individual answer of group members (no vs. some vs. all correct), self-confidence about the responses (low vs. mid vs. high), sex (female vs. male students), and group size (2-4 students) on the odds for change and for correctness after peer instruction in a veterinary physiology course (n = 101 students). Data were assessed by multivariable logistic regression analysis. The likelihood for change after peer instruction increased when the confidence on an individual answer was low (P < 0.01), when the answer was incorrect (P < 0.01), and when group members had different responses (P < 0.01). The likelihood for correctness after peer instruction increased when the confidence in group answers was high (P < 0.01), when the individual answer was correct (P < 0.01), and when at least one of the group members had the correct response (P < 0.01). After peer discussion, more changes were from incorrect to correct responses than vice versa (72% vs. 28%, P < 0.01). Changes to correct answers occurred after discussion with peers having both the correct individual response (76% of times) and also the incorrect individual answer (24% of times). In conclusion, the benefits of peer instruction are due to students having correct answers generally prevail in discussions. Also, students who all have incorrect answers can get the correct answer through debate and discussion.

show abstract

Section: Discussionmentioning

confidence: 99%

Effect of peer instruction on the likelihood for choosing the correct response to a physiology question

Relling

Giuliodori

2015

Advances in Physiology Education

View full text Add to dashboard Cite

show abstract

“…In another study, Knight et al (2013) investigated peer discussions among students in an upper-division university-level biology course. Specifically, this study focused on turns of talk, coding student conversations for elements of arguments: claim, reasoning, questioning, and background (Driver et al 2000;Osborne et al 2004).…”

Section: Learning Benefits Of Peer Discussion During Clicker Questionsmentioning

confidence: 99%

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

et al. 2015

View full text Add to dashboard Cite

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.

show abstract

“…Viktige aspekter med Peer Instruction ble likevel beholdt, ved at studentene diskuterte sine ideer og løsninger med sine medstudenter (peers) (Crouch & Mazur, 2001;Knight & Brame, 2018). Et viktig aspekt her er å presentere oppgaver som er utfordrende nok for studentene, for å lage større rom for diskusjon (Knight, Wise, & Southard, 2013;Zingaro & Porter, 2014). I denne studien var oppgavesettet som ble delt ut spesialtilpasset ut ifra hva studentene skulle laere (laeringsutbyttebeskrivelsene) og tidligere eksamensoppgaver.…”

Section: Klasserommetunclassified

Kan omvendt undervisning gi bedre læringsutbytte i legemiddelregning, sammenlignet med tradisjonell undervisning? En kvasieksperimentell kontrollert studie

Tørris

2020

NorTidHelse

View full text Add to dashboard Cite

Flipped classroom improves student learning in dosage calculation, - a quasi-experimental control group design The flipped classroom method has received increased attention in health sciences education, however, few studies have investigated performance data showing its effectiveness. The aim of this study was to compare learning outcome in a flipped classroom with a standard lecture. The hypothesis was that applying a flipped classroom model in a dosage calculation class would improve learning outcome when compared to standard learning. One group was assigned to a flipped classroom (n=43), and the other group to a traditional lecture-based classroom (n=45). Data were collected through answer sheets and test results. Course content, assessments, and instructional time for both models were equivalent. The social educator students in the flipped group performed better in the test, compared to the traditional group, where the flipped group had 22% reduction in failing the exam.The flipped classroom approach is promising as an acceptable approach for teaching in dosage calculation curricular in higher education.

show abstract

Understanding Clicker Discussions: Student Reasoning and the Impact of Instructional Cues

Cited by 88 publications

References 31 publications

Effect of peer instruction on the likelihood for choosing the correct response to a physiology question

Effect of peer instruction on the likelihood for choosing the correct response to a physiology question

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

Kan omvendt undervisning gi bedre læringsutbytte i legemiddelregning, sammenlignet med tradisjonell undervisning? En kvasieksperimentell kontrollert studie

Contact Info

Product

Resources

About