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Abstract Title: A Case Study Evaluating Just-in-Time Teaching and Peer Instruction Using Clickers in a Quantum Mechanics Course
Abstract: Just-in-Time Teaching (JiTT) is an instructional strategy involving feedback from students on pre-lecture activities in order to design in-class activities to build on the continuing feedback from students. We investigate the effectiveness of a JiTT approach, which included in-class concept tests using clickers in an upper-division quantum mechanics (QM) course. We analyze student performance on pre-lecture reading quizzes and in-class clicker questions answered individually and then again after group discussion, and compare those performances with open-ended retention quizzes administered after all instructional activities on the same concepts. In general, compared to the reading quizzes, student performance improved when individual clicker questions were posed after lectures that focused on student difficulties found via electronic feedback. The performance on the clicker questions after group discussions following individual clicker question responses also improved, as did the performance on retention quizzes administered at a later time. We discuss some possible reasons for the improved performance at various stages, e.g., from pre-lecture reading quizzes to post-lecture clicker questions, and from individual to group clicker questions and retention quizzes. We thank the National Science Foundation for their support.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session III
Poster Number: C79

Author/Organizer Information

Primary Contact: Ryan Sayer
Bemidji State University
Co-Author(s)
and Co-Presenter(s)
Emily Marshman, University of Pittsburgh
Chandralekha Singh, University of Pittsburgh