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Abstract Title: Assessing the Effect of Single-Concept Clicker Sequences on Students' Learning
Abstract: Clickers have been increasingly used in modern physics classes to facilitate students' conceptual learning. At the Ohio State University, we developed, validated and implemented a series of "single-concept clicker sequences" for the entire calculus-based introductory physics course. Uniquely, each clicker sequence targets the same fundamental concept but contains questions with diverse surface features. To assess the effect of clicker sequences on students' conceptual understanding, we conducted a comparative study between two parallel classes (a clicker class and a non-clicker class) in the spring 2008 quarter. These two classes address the same topics on waves and optics and share identical materials, including labs, recitations, homework, quizzes and tests. Results for students' increased conceptual learning gains in the clicker class as compared to the non-clicker class are promising.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Lin Ding
Department of Physics, The Ohio State University
191 W. Woodruff Ave.
Columbus, OH 43210-1117
Phone: 614-247-4774
and Co-Presenter(s)
Albert Lee, Neville W. Reay and Lei Bao