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首页> 美国卫生研究院文献>CBE Life Sciences Education >Using Clickers in Nonmajors- and Majors-Level Biology Courses: Student Opinion, Learning, and Long-Term Retention of Course Material
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Using Clickers in Nonmajors- and Majors-Level Biology Courses: Student Opinion, Learning, and Long-Term Retention of Course Material

机译：在非专业和专业水平的生物学课程中使用答题器：学生的见解，学习和对课程材料的长期保留

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摘要

Student response systems (clickers) are viewed positively by students and instructors in numerous studies. Evidence that clickers enhance student learning is more variable. After becoming comfortable with the technology during fall 2005–spring 2006, we compared student opinion and student achievement in two different courses taught with clickers in fall 2006. One course was an introductory biology class for nonmajors, and the other course was a 200 level genetics class for biology majors. Students in both courses had positive opinions of the clickers, although we observed some interesting differences between the two groups of students. Student performance was significantly higher on exam questions covering material taught with clickers, although the differences were more dramatic for the nonmajors biology course than the genetics course. We also compared retention of information 4 mo after the course ended, and we saw increased retention of material taught with clickers for the nonmajors course, but not for the genetics course. We discuss the implications of our results in light of differences in how the two courses were taught and differences between science majors and nonmajors.
机译：在许多研究中，学生和讲师对学生反应系统（答题器）持积极态度。答题器可以增强学生学习的证据更加多变。在2005年秋季至2006年春季对技术感到满意之后，我们在2006年秋季的两门由Clicker授课的不同课程中比较了学生的观点和学生的成就。一门课程是针对非专业学生的入门生物学课，另一门课程是200级遗传学生物学专业班。尽管我们观察到两组学生之间存在一些有趣的差异，但这两门课程的学生对答题者都持积极态度。尽管与非遗传学专业课程相比，非专业生物学课程的差异更为显着，但在涵盖答题者讲授材料的考试问题上，学生的表现明显更高。我们还比较了课程结束后4个月的信息保留情况，发现非专业课程的答题者对材料的保留率提高了，遗传学课程的信息保留率却有所提高。我们将根据两种课程的教授方式以及理科专业与非专业之间的差异来讨论研究结果的含义。

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