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Improving Learning Through Clicking Using an Electronic Audience Response System in General Chemistry

Improving Learning Through Clicking Using an Electronic Audience Response System in General Chemistry. David R. Anderson Barbara A. Gaddis Allen M. Schoffstall Department of Chemistry University of Colorado at Colorado Springs. What the system is, how it works Student survey results

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Improving Learning Through Clicking Using an Electronic Audience Response System in General Chemistry

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  1. Improving Learning Through ClickingUsing an Electronic Audience Response System in General Chemistry David R. Anderson Barbara A. Gaddis Allen M. Schoffstall Department of Chemistry University of Colorado at Colorado Springs

  2. What the system is, how it works • Student survey results • Learning issues

  3. The Clicker System • Based on the “Concept Test” system • Anonymous, whole class participation • Immediate feedback to students • Real-time assessment by instructor • Engages students • Promotes collaborative learning • Inexpensive, easy to use • Students can use clickers across multiple courses over multiple semesters • Hyper-Interactive Teaching Technology (www.h-itt.com)

  4. Chem 103 Concept Test & Clicker Survey The concept tests and clickers have helped me in learning chemistry. SA = strongly agree A = agree N = no opinion D = disagree SD = strongly disagree

  5. Chem 103 Concept Test & Clicker Survey The concept tests have helped me to do better on quizzes and exams.

  6. Chem 103 Concept Test & Clicker Survey The use of concept tests and clickers has encouraged me to come to class better prepared.

  7. Chem 103 Concept Test & Clicker Survey I attended class more often because of the concept tests and clickers.

  8. Chem 103 Concept Test & Clicker Survey I usually discuss the concept test questions with other students before answering with my clicker.

  9. Chem 103 Concept Test & Clicker Survey I usually rely on other students for the answers to the concept test questions.

  10. Chem 103 Concept Test & Clicker Survey When I got the wrong answer on a concept test question, the instructor’s explanation cleared up my misunderstanding.

  11. Chem 103 Concept Test & Clicker Survey Given two class sections that are the same in all other respects, I would take the one that uses concept tests and clickers.

  12. Chem 103 Concept Test 5-14 • What is the total concentration of ions in a 0.0360 M solution of Na2CO3? • a. 0.0120 M • b. 0.0720 M • c. 0.0900 M • d. 0.108 M • e. 0.144 M

  13. Chem 103 Concept Test 12-8 • Which of the following are postulates of kinetic-molecular theory of gases? • 1. The distance between gas molecules is large in comparison to their size. • 2. The velocity of a gas molecule is inversely proportional to its temperature. • 3. Gas molecules are in constant, random motion. • 4. At a given temperature, all gases have the same average kinetic energy. • a. 1 and 4 • b. 1, 2, and 4 • c. 1, 3, and 4 • d. 2 and 3 • e. 3 and 4

  14. Chem 103 Concept Test 13-9 • A chemist sets up two beakers of distilled water under the same room conditions in the laboratory. One beaker is boiling vigorously, and the other is boiling gently. Which of the following statements is true? • a. The temperature of the vigorously boiling water is higher. • b. The temperature of the gently boiling water is higher. • c. The temperature of the water in both beakers is the same. • d. The boiling points of the water in the two beaker must be different. • e. The temperature in the vigorously boiling water is not uniform.

  15. Trial Question • How many times was Swamp Castle built before it stopped sinking into the swamp? • 1 • 2 • 3 • 4 • 5

  16. Quiz/Exam/Final Scores vs Concept Tests R = 0.56

  17. Exam Averages Clickers started 2nd exam of 2002

  18. Attendance

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