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Abstract Title: Impact of combining pre-class reading with peer instruction on learning quantum mechanics
Abstract Type: Contributed Poster Presentation
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 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.
Session Time: Virtual Poster Session
Poster Number: V-5

Author/Organizer Information

Primary Contact: Ryan Sayer
Bemidji State University
Bemidji, MN 56601
Phone: 218-755-2781
and Co-Presenter(s)
Emily Marshman (She/Her), Community College of Allegheny County
Chandralekha Singh (She/Her), University of Pittsburgh