Clicker program implementation at a small liberal arts university
American Association of Physics Teachers 2010 Winter Conference (2010)
Available from
Heather Whitney's profile on Mendeley.
or
Abstract
Classroom response systems, or clickers, are electronic devices used by students to respond in real-time to class questions posed by instruc- tors. While many references are available for consultation on the use of these systems, the authors are oſten from very large institutions with significant technical and pedagogical resources and support. Cumber- land University, an institution of approximately 1300 students, piloted clicker use in fall 2009 and we report our experience on all facets, particularly practical, of implementing the educational technology at a small, liberal arts school. We have found that their use greatly enhances the participation of students in nonmajor, general education physics courses and lab sections, especially for modeling good problem-solving techniques and promoting active learning. In this paper we present our experiences and recommendations for implementing the systems at very small institutions, focusing on collaboration, cost, and planning concerns, and preparing students for using these systems.
Available from
Heather Whitney's profile on Mendeley.
Page 1
Clicker program implementation at a small liberal arts university
45
Monday Sessions
ese simulations are freely available on the web at http://physics.
bu.edu/~duy/classroom.html. I will also describe a course we run
at Boston University for high school physics teachers, in which the
teachers learn Ejs and create at least one simulation. at course is part
of our 10-course ITOP program for physics teachers (see http://phys-
ics.bu.edu/teachers/ ), which is funded by the Massachusetts Board of
Higher Education.
AG04: 11:21–11:33 a.m. Clicker Program Implemen-
tation at a Small Liberal Arts University
Heather Whitney, Cumberland University, Lebanon, TN 37087; hwhitney@
cumberland.edu
Classroom response systems, or “clickers,” are electronic devices used
by students to respond in real-time to class questions posed by instruc-
tors. While many references are available for consultation on the use of
these systems, the authors are o!en from very large institutions with
signi"cant technical and pedagogical resources and support. Cumber-
land University, an institution of approximately 1300 students, piloted
clicker use in fall 2009 and we report our experience on all facets,
particularly practical, of implementing the educational technology at a
small, liberal arts school. We have found that their use greatly enhances
the participation of students in nonmajor, general education physics
courses and lab sections, especially for modeling good problem-solving
techniques and promoting active learning. In this paper we present our
experiences and recommendations for implementing the systems at
very small institutions, focusing on collaboration, cost, and planning
concerns, and preparing students for using these systems.
AG05: 11:33–11:45 a.m. The Use of WIKIs in 9th
Grade Physics
Pete Lohstreter, The Hockaday School, Dallas, TX 75229; plohstreter@mail.
hockaday.org
With the introduction of our laptop computer program several years
ago, we have been charged with "nding more ways to introduce
technology into the classroom. It seemed only logical to incorporate
the Wikipedia philosophy in our physics classes. Students are required
to make entries to the Wiki on a regular basis. e documents become
a storehouse of cumulative knowledge produced by all students and
accessible to all students. Example Wikis will be shown and suggestions
on how to incorporate a Wiki into your classroom will be given.
AG06: 11:45–11:57 a.m. Using a Student Response
System To Increase Student Engagement
Joshua Ravenscraft, Vernon Hills High School, Vernon Hills, IL 60061; joshua.
ravenscraft@d128.org
Jay Walgren and Jason Rush, Vernon Hills High School
e use of student-response systems in the classroom has increased in
both high school and college physics classrooms. e response systems
and their data management systems are evolving every year to advance
the learning and comprehension of the subject by the student. is talk
presents a variety of methods in which the student response system
can increase the amount of time students are engaged and the level of
engagement both during class and outside of class. It will focus on how
to use the response system for homework, lectures, quizzes, tests, and
data collection. All of these methods can provide immediate feedback
to the student and to the instructor on the progress of each learner.
AG07: 11:57 a.m.–12:09 p.m. Students’ Perceptions
About MBL Usage in Optics
Fatma Caner, Fahrettin Kerim Gokay Cad. Nilufer Apt. D:12 No: 245 Goztepe,
Istanbul, Turkey 34722; canerfatma@gmail.com
Feral Ogan Bekiroglu, Marmara University
Microcomputer Based Laboratory (MBL) technology supports stu-
dents’ opportunities for real-time data collection, displaying, retesting
their predictions, analyzing and interpreting data. e ease of real-time
data collection encourages students to be active during the learning
process. e purpose of this study is to determine students’ perceptions
about MBL usage in optics. e study was performed in a 9th grade
class in 2008 spring semester and lasted for "ve weeks. e activities
were related to concepts of light, brightness, illumination, and polar-
ization. Semi-structured interviews were conducted with randomly
selected nine students among the students who participate MBL
activities. e interview questions were about the participants’ opinions
about MBL applications and their thoughts about the eects of MBL
technology on their learning. Results presented using real-time graphs
provided by MBL leads students to understand variables and relation-
ships between them. rough visuality, MBL supports comprehending
of optics concepts and durable learning.
AG08: 12:09–12:21 p.m. Exploring Physical Phe-
nomena with Dynamic Graphical Story Telling
Charlotte M .Trout, Washington County Board of Education, Hagerstown, MD
21740; troutcha@wcboe.k12.md.us
Scott Sinex, Prince Georges Community College
Mark Perry, Pine-Richland High School
Susan Ragan, Project Director Maryland Virtual High School
How do you get students to develop a conceptual understanding of
physical phenomena, handle the mathematics, and not bore them?
Computational science tools, such as Stella and Vensim, allow instruc-
tors to take a conceptual path with camou#aged mathematics through
the use of interactive and dynamic graphs. In this presentation, we will
discuss the use of systems models to develop a conceptual understand-
ing of motion, force, and attraction. Students develop the multivariable
models, while complex mathematical relationships are disguised in the
background, to experiment in the virtual realm and interpret graphi-
cal results. Scienti"c and algebraic thinking are used as students are
constantly engrossed in a predict-test-analyze and then explain cycle,
the “story telling” of the graph. We have used this method in our class-
rooms and as part of high school teacher training with the Maryland
Virtual High School and the Pittsburgh Supercomputing Center.
AG09: 12:21–12:33 p.m. Interactive Physics
Illustrations Using Geometer’s Sketchpad
Dale R. Yoder-Short, Iowa Mennonite School, Kalona, IA 52247; dyodershort@
gmail.com
is shows the use of Geometer’s Sketchpad to create interactive,
dynamic physics illustrations and explorations to be run on PC or Mac
computers. ese sketches allow the user to change input parameters
and instantly see output results of a physics situation. A clock can be
constructed or points can move to allow for motion in a sketch. e
user can see how a concept works from graphing motion to the Dop-
pler eect to drawing ray diagrams for a lens or mirror. ese sketches
can be used as an illustration by the teacher or as a hands-on computer
lab or simulation by the learner.
High School Physics Photo Contest
Submissions for 2010 begin March 1!
Learn how to participate at:
http://www.aapt.org/Programs/contests/
photocontest.cfm
Get your Free 2009 Photo Contest poster at the
AAPT Booth, #318, in the Exhibit Hall.CANCELED
Monday Sessions
ese simulations are freely available on the web at http://physics.
bu.edu/~duy/classroom.html. I will also describe a course we run
at Boston University for high school physics teachers, in which the
teachers learn Ejs and create at least one simulation. at course is part
of our 10-course ITOP program for physics teachers (see http://phys-
ics.bu.edu/teachers/ ), which is funded by the Massachusetts Board of
Higher Education.
AG04: 11:21–11:33 a.m. Clicker Program Implemen-
tation at a Small Liberal Arts University
Heather Whitney, Cumberland University, Lebanon, TN 37087; hwhitney@
cumberland.edu
Classroom response systems, or “clickers,” are electronic devices used
by students to respond in real-time to class questions posed by instruc-
tors. While many references are available for consultation on the use of
these systems, the authors are o!en from very large institutions with
signi"cant technical and pedagogical resources and support. Cumber-
land University, an institution of approximately 1300 students, piloted
clicker use in fall 2009 and we report our experience on all facets,
particularly practical, of implementing the educational technology at a
small, liberal arts school. We have found that their use greatly enhances
the participation of students in nonmajor, general education physics
courses and lab sections, especially for modeling good problem-solving
techniques and promoting active learning. In this paper we present our
experiences and recommendations for implementing the systems at
very small institutions, focusing on collaboration, cost, and planning
concerns, and preparing students for using these systems.
AG05: 11:33–11:45 a.m. The Use of WIKIs in 9th
Grade Physics
Pete Lohstreter, The Hockaday School, Dallas, TX 75229; plohstreter@mail.
hockaday.org
With the introduction of our laptop computer program several years
ago, we have been charged with "nding more ways to introduce
technology into the classroom. It seemed only logical to incorporate
the Wikipedia philosophy in our physics classes. Students are required
to make entries to the Wiki on a regular basis. e documents become
a storehouse of cumulative knowledge produced by all students and
accessible to all students. Example Wikis will be shown and suggestions
on how to incorporate a Wiki into your classroom will be given.
AG06: 11:45–11:57 a.m. Using a Student Response
System To Increase Student Engagement
Joshua Ravenscraft, Vernon Hills High School, Vernon Hills, IL 60061; joshua.
ravenscraft@d128.org
Jay Walgren and Jason Rush, Vernon Hills High School
e use of student-response systems in the classroom has increased in
both high school and college physics classrooms. e response systems
and their data management systems are evolving every year to advance
the learning and comprehension of the subject by the student. is talk
presents a variety of methods in which the student response system
can increase the amount of time students are engaged and the level of
engagement both during class and outside of class. It will focus on how
to use the response system for homework, lectures, quizzes, tests, and
data collection. All of these methods can provide immediate feedback
to the student and to the instructor on the progress of each learner.
AG07: 11:57 a.m.–12:09 p.m. Students’ Perceptions
About MBL Usage in Optics
Fatma Caner, Fahrettin Kerim Gokay Cad. Nilufer Apt. D:12 No: 245 Goztepe,
Istanbul, Turkey 34722; canerfatma@gmail.com
Feral Ogan Bekiroglu, Marmara University
Microcomputer Based Laboratory (MBL) technology supports stu-
dents’ opportunities for real-time data collection, displaying, retesting
their predictions, analyzing and interpreting data. e ease of real-time
data collection encourages students to be active during the learning
process. e purpose of this study is to determine students’ perceptions
about MBL usage in optics. e study was performed in a 9th grade
class in 2008 spring semester and lasted for "ve weeks. e activities
were related to concepts of light, brightness, illumination, and polar-
ization. Semi-structured interviews were conducted with randomly
selected nine students among the students who participate MBL
activities. e interview questions were about the participants’ opinions
about MBL applications and their thoughts about the eects of MBL
technology on their learning. Results presented using real-time graphs
provided by MBL leads students to understand variables and relation-
ships between them. rough visuality, MBL supports comprehending
of optics concepts and durable learning.
AG08: 12:09–12:21 p.m. Exploring Physical Phe-
nomena with Dynamic Graphical Story Telling
Charlotte M .Trout, Washington County Board of Education, Hagerstown, MD
21740; troutcha@wcboe.k12.md.us
Scott Sinex, Prince Georges Community College
Mark Perry, Pine-Richland High School
Susan Ragan, Project Director Maryland Virtual High School
How do you get students to develop a conceptual understanding of
physical phenomena, handle the mathematics, and not bore them?
Computational science tools, such as Stella and Vensim, allow instruc-
tors to take a conceptual path with camou#aged mathematics through
the use of interactive and dynamic graphs. In this presentation, we will
discuss the use of systems models to develop a conceptual understand-
ing of motion, force, and attraction. Students develop the multivariable
models, while complex mathematical relationships are disguised in the
background, to experiment in the virtual realm and interpret graphi-
cal results. Scienti"c and algebraic thinking are used as students are
constantly engrossed in a predict-test-analyze and then explain cycle,
the “story telling” of the graph. We have used this method in our class-
rooms and as part of high school teacher training with the Maryland
Virtual High School and the Pittsburgh Supercomputing Center.
AG09: 12:21–12:33 p.m. Interactive Physics
Illustrations Using Geometer’s Sketchpad
Dale R. Yoder-Short, Iowa Mennonite School, Kalona, IA 52247; dyodershort@
gmail.com
is shows the use of Geometer’s Sketchpad to create interactive,
dynamic physics illustrations and explorations to be run on PC or Mac
computers. ese sketches allow the user to change input parameters
and instantly see output results of a physics situation. A clock can be
constructed or points can move to allow for motion in a sketch. e
user can see how a concept works from graphing motion to the Dop-
pler eect to drawing ray diagrams for a lens or mirror. ese sketches
can be used as an illustration by the teacher or as a hands-on computer
lab or simulation by the learner.
High School Physics Photo Contest
Submissions for 2010 begin March 1!
Learn how to participate at:
http://www.aapt.org/Programs/contests/
photocontest.cfm
Get your Free 2009 Photo Contest poster at the
AAPT Booth, #318, in the Exhibit Hall.CANCELED
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