Using a Personal Response System To Map Cognitive Efficiency and Gain Insight into a Proposed Learning Progression in Preparatory Chemistry
详细信息 查看全文
- 作者：Kristen Murphy
- 刊名：Journal of Chemical Education
- 出版年：2012
- 出版时间：September 11, 2012
- 年：2012
- 卷：89
- 期：10
- 页码：1229-1235
- 全文大小：246K
- 年卷期：v.89,no.10(September 11, 2012)
- ISSN：1938-1328
文摘
Personal response systems (鈥渃lickers鈥? have become an important means for instructors to gauge student learning in large lecture classes. In addition to measuring students鈥?performance on a particular question, requesting a measure of mental effort from students allows for richer data concerning student learning. This information can be provided to an individual student for a better gauge of his or her understanding of specific content, allowing that student to target his or her studies for subsequent assessments. Mental effort information also provides instructors with an opportunity to consider instructional interventions based on more than just performance. Lastly, using measures of both performance and reported mental effort can provide a better understanding of the learning progression. This paper describes using performance and mental effort data on review items given regularly in lecture with clickers in order to train the students to use the study reports and the mental effort rating system. The combination of high or low clicker performance and high or low mental effort was examined with exam performance and final grade as well as performance within specific content areas. A progression of high鈥搇ow clicker performance and high鈥搇ow mental effort and performance on assessments or in the course is discussed.