Students' Perceptions of Using Personal Response Systems ("Clickers") With Cases in Science

The authors explored whether a new pedagogy using personal response systems (clickers) along with case study teaching improved students' perceptions of their understanding of science in large introductory biology classrooms. Twelve faculty from nine institutions and 1,457 students across the Un...

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Bibliographic Details
Published in:Journal of college science teaching 2011-03, Vol.40 (4), p.14-19
Main Authors: Wolter, Bjørn H.K., Lundeberg, Mary A., Kang, Hosun, Herreid, Clyde F.
Format: Article
Language:English
Subjects:
Biology
Canada
Case studies
Classroom interaction
College Faculty
College instruction
College Science
College Students
Educational research
Educational Technology
Foreign Countries
Handheld Devices
Lecture Method
Majors (Students)
Nonscience
Pedagogy
Perceptions
Perceptual learning
Questionnaires
Science education
Science Instruction
Student Attitudes
Student Reaction
Teaching Methods
Technology
United States
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Description
Summary:The authors explored whether a new pedagogy using personal response systems (clickers) along with case study teaching improved students' perceptions of their understanding of science in large introductory biology classrooms. Twelve faculty from nine institutions and 1,457 students across the United States and Canada participated in this study. Faculty taught six to eight topics in biology by lecture or clicker case method, alternating the methods within the same course. Data include student responses to a survey questionnaire. Results indicated that students, especially women and nonscience majors, were generally positive toward the use of both clickers and cases. (Contains 3 tables.)
ISSN:0047-231X
1943-4898
DOI:10.2505/3/jcst11_040_04