T235 Clickers in the Classroom: Fun and Games, Learning Tool, or Both?

Wednesday, 3 November 2010
8:00 AM - 12:00 PM
Mile High Ballroom 4AB

MAKING LEARNING FUN: USE OF CLICKERS TO FACILITATE REVIEW AND SCAFFOLDING OF CONCEPTS

Paper number: T235-10
Program: Technical Sessions
Time: 10:20 AM – 10:35 AM

Authors

  • Lydia Fox Presenting Author
    University of the Pacific, Stockton, CA

Abstract

A personal response system with “clickers” has been used in my two introductory courses for the past 5 years (GEOS 51 – Dynamic Planet, a general education course enrolling freshman through seniors; and GEOS 57 – Earth System Science, a required course for pre-service K-6 teachers enrolling mostly freshman). Both courses are small (≤ 30) and use a set of clickers purchased by the department. Students grab a clicker on their way into class each day and class starts with review questions. Anonymous review gives me an idea of how many students understand what has already been covered and also gives students an idea of how well they understand the concepts (without a grade consequence). Concept questions are also used during class to gauge understanding as we go along. Student response to the use of clickers has been overwhelmingly positive. Over 90% report that the clicker questions were useful for reviewing course material and helped them become more active learners. Students frequently comment that they are “fun”.

The concepts in these courses are scaffolded in relation to geographic/plate tectonic context. As new concepts are added (earthquakes, volcanic activity, metamorphism, mountain building, etc) they are related to past information for specific plate boundary types. Each class begins with a picture of a specific plate boundary (using NOAA topography/bathymetry map) and related review questions. Since exam questions are short answer, not multiple choice, the class discussion that follows the clicker questions helps students to articulate their understanding of the concepts. Clicker questions are always followed by a “how do you know this?” discussion. Students seem more willing to participate in discussion after the clicker question results are displayed (either to defend or dispute an answer). Student ability to explain, as demonstrated on exams, their understanding of the geologic concepts and the relationship among the various types of information in a global context has improved with the use of the in-class clicker review.