dorsal/arxiv
View SchemaDesigning Effective Questions for Classroom Response System Teaching
| Authors | Ian D. Beatty, William J. Gerace, Robert J. Dufresne |
|---|---|
| Categories | |
| ArXiv ID | physics/0508114 |
| URL | https://arxiv.org/abs/physics/0508114 |
| DOI | 10.1119/1.2121753 |
Abstract
Classroom response systems (CRSs) can be potent tools for teaching physics. Their efficacy, however, depends strongly on the quality of the questions used. Creating effective questions is difficult, and differs from creating exam and homework problems. Every CRS question should have an explicit pedagogic purpose consisting of a content goal, a process goal, and a metacognitive goal. Questions can be engineered to fulfil their purpose through four complementary mechanisms: directing students' attention, stimulating specific cognitive processes, communicating information to instructor and students via CRS-tabulated answer counts, and facilitating the articulation and confrontation of ideas. We identify several tactics that help in the design of potent questions, and present four "makeovers" showing how these tactics can be used to convert traditional physics questions into more powerful CRS questions.
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"abstract": "Classroom response systems (CRSs) can be potent tools for teaching physics.\nTheir efficacy, however, depends strongly on the quality of the questions used.\nCreating effective questions is difficult, and differs from creating exam and\nhomework problems. Every CRS question should have an explicit pedagogic purpose\nconsisting of a content goal, a process goal, and a metacognitive goal.\nQuestions can be engineered to fulfil their purpose through four complementary\nmechanisms: directing students\u0027 attention, stimulating specific cognitive\nprocesses, communicating information to instructor and students via\nCRS-tabulated answer counts, and facilitating the articulation and\nconfrontation of ideas. We identify several tactics that help in the design of\npotent questions, and present four \"makeovers\" showing how these tactics can be\nused to convert traditional physics questions into more powerful CRS questions.",
"arxiv_id": "physics/0508114",
"authors": [
"Ian D. Beatty",
"William J. Gerace",
"Robert J. Dufresne"
],
"categories": [
"physics.ed-ph"
],
"doi": "10.1119/1.2121753",
"title": "Designing Effective Questions for Classroom Response System Teaching",
"url": "https://arxiv.org/abs/physics/0508114"
},
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