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ETD Abstract Container

Abstract Header

Creating and evaluating a new clicker methodology

Li, Pengfei
http://rave.ohiolink.edu/etdc/view?acc_num=osu1185575804

Abstract Details

2007, Doctor of Philosophy, Ohio State University, Physics.
“Clickers”, an in-class polling system, has been used by many instructors to add active learning and formative assessment to previously passive traditional lectures. While considerable research has been conducted on clicker increasing student interaction in class, less research has been reported on the effectiveness of using clicker to help students understand concepts. This thesis reported a systemic project by the OSU Physics Education group to develop and test a new clicker methodology. Clickers question sequences based on a constructivist model of learning were used to improve classroom dynamics and student learning. They also helped students and lecturers understand in real time whether a concept had been assimilated or more effort was required. Chapter 1 provided an introduction to the clicker project. Chapter 2 summarized widely-accepted teaching principles that have arisen from a long history of research and practice in psychology, cognitive science and physics education. The OSU clicker methodology described in this thesis originated partly from our years of teaching experience, but mostly was based on these teaching principles. Chapter 3 provided an overview of the history of clicker technology and different types of clickers. Also, OSU’s use of clickers was summarized together with a list of common problems and corresponding solutions. These technical details may be useful for those who want to use clickers. Chapter 4 discussed examples of the type and use of question sequences based on the new clicker methodology. In several years of research, we developed a base of clicker materials for calculus-based introductory physics courses at OSU. As discussed in chapter 5, a year-long controlled quantitative study was conducted to determine whether using clickers helps students learn, how using clickers helps students learn and whether students perceive that clicker has a positive effect on their own learning process. The strategy for this test was based on comparing clicker lecture sections using the new methodology to lecture sections with a similar population of students taught without clickers in a traditional manner. The results of this test were summarized in chapter 5. Chapter 6 contains a brief summary of research results and conclusions, together with an overview of future efforts in the OSU clicker project.
Lei Bao (Advisor)

Recommended Citations

Citations

  • Li, P. (2007). Creating and evaluating a new clicker methodology [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1185575804

    APA Style (7th edition)

  • Li, Pengfei. Creating and evaluating a new clicker methodology. 2007. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1185575804.

    MLA Style (8th edition)

  • Li, Pengfei. "Creating and evaluating a new clicker methodology." Doctoral dissertation, Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1185575804

    Chicago Manual of Style (17th edition)

osu1185575804
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© 2007, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.