Developed by: Ian D. Beatty & William J. Gerace
middle schoolhigh schoolintro collegeinter-mediateupper levelgrad school other
What? A pedagogy for using clickers to accomplish highly interactive, student-centered science instruction, focusing on using provocative, meaty questions to engage students in extended whole-class discussion as a context and vehicle for learning.
Student skills developed
- Conceptual understanding
- Making real-world connections
- Problem-solving skills
Instructor effort required
- Clickers / polling method
This is the lowest level of research validation, corresponding to at least one of the validation categories below.
Research Validation Summary
Based on Research Into:
- theories of how students learn
- student ideas about specific topics
Demonstrated to Improve:
- conceptual understanding
- problem-solving skills
- lab skills
- beliefs and attitudes
- retention of students
- success of underrepresented groups
- performance in subsequent classes
- cycle of research and redevelopment
- student interviews
- classroom observations
- analysis of written work
- research at multiple institutions
- research by multiple groups
- peer-reviewed publication
- I. Beatty and W. Gerace, Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology, J. Sci. Educ. Tech. 18 (2), 146 (2009).
- I. Beatty, W. Gerace, W. Leonard, and R. Dufresne, Designing effective questions for classroom response system teaching, Am. J. Phys. 74 (1), 31 (2006).
- R. Dufresne, W. Gerace, W. Leonard, J. Mestre, and L. Wenk, Classtalk: A classroom communication system for active learning, J. Comp. and Info. Sci. in Eng. 7 (2), 3 (1996).