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E.C. Dokter, G. Brissenden, E.E. Prather, T.F. Slater (University of Arizona)
The Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona has been conducting an investigation into the use of wireless, personal responder devices in the large enrollment, non-science majors, introductory astronomy course (Astro 101). The use of responders is consistent with the National Research Council's emphasis on student metacognition in that they can promote a learner-centered classroom environment that incorporates appropriate and immediate assessments for both students and instructors (How People Learn: Brain, Mind, Experience and School, 1999, National Academy Press). In addition to using responders for taking attendance, for rapid-feedback quizzes, and for Peer Instruction: ConceptTests, we are using responders to conduct active research in the classroom. Specifically, we are using responders to assess student understanding of concepts in astronomy after traditional lecture and after students engage in learner-centered activities. Our data illustrates that responders may serve as a useful research tool to establish exactly when significant learning is taking place in your course. Furthermore, students report that the use of these responders is beneficial to their understanding, contributes to their exam grades, and enhances their interest in course topics.
If you would like more information about this abstract, please follow the link to http://caperteam.as.arizona.edu. This link was provided by the author. When you follow it, you will leave the Web site for this meeting; to return, you should use the Back comand on your browser.
The author(s) of this abstract have provided an email address for comments about the abstract: edokter@as.arizona.edu
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Bulletin of the American Astronomical Society, 36 #2
© YEAR. The American Astronomical Soceity.