Chasm Crossed? Clicker Use in Postsecondary Chemistry Education
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Rebecca E. Gibbons [1] ; Emily E. Laga [1] ; Jessica Leon [1] ; Sachel M. Villafañe [4] ; Marilyne Stains [2] ; Kristen Murphy [3] ; Jeffrey R. Raker [1]
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[1] University of South Florida
University of South Florida
Estados Unidos
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[2] University of Nebraska–Lincoln
University of Nebraska–Lincoln
Estados Unidos
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[3] University of Wisconsin–Milwaukee
University of Wisconsin–Milwaukee
City of Milwaukee, Estados Unidos
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[4] California State University, United States
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 94, Nº 5, 2017, págs. 549-557
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Research on classroom response systems (CRSs) in chemical education has primarily focused on the development of evidence-based strategies for implementation and novel practitioner uses of CRSs in instructional practice. Our national survey of postsecondary chemistry faculty extends these discussions, providing a broad-based understanding of the current state of CRS use in classrooms in the United States. Our results indicate a particular contextual profile for those who have adopted such technology. This profile indicates the unique environment in which faculty members are more likely to report using CRSs, specifically, large courses at the introductory or foundation course level. Some have suggested that CRSs will become universal in chemical education; we note that a niche market has been found.
