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The Physics Teacher -- September 2011 -- Volume 49, Issue 6, pp. 385

Single-Concept Clicker Question Sequences

Albert Lee1, Lin Ding2, Neville W. Reay2, and Lei Bao2

1California State University, Los Angeles, CA
2The Ohio State University, Columbus, OH

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Students typically use electronic polling systems, or clickers, to answer individual questions. Differing from this tradition, we have developed a new clicker methodology in which multiple clicker questions targeting the same underlying concept but with different surface features are grouped into a sequence. Here we present the creation, validation, and evaluation of clicker question sequences sufficient in number to populate a year of calculus-based introductory physics.

© 2011 American Association of Physics Teachers

Acknowledgment

The authors wish to thank Tom G. Carter at the College of Dupage, Kathy Koenig at Wright State University, and Mel Sabella at Chicago State University for using and reviewing our question sequences. We also thank the National Science Foundation under grant DUE0618128 and The Ohio State University for providing funding in support of this project. corresponding authors.

Article Outline

  1. Sample question sequences
  2. Question validation
  3. Student survey
  4. Evaluation of learning gains
  5. Summary

KEYWORDS and PACS

Keywords

calculus, physics education

PACS

PUBLICATION DATA

ISSN

0031-921X (print)  

Publisher

$abstract.society.value is a Member of CrossRef American Association of Physics Teachers

ARTICLE DATA

Digital Object Identifier
http://dx.doi.org/10.1119/1.3628273

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