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Using Cases and Clickers in Library Instruction: Designed for Science Undergraduates

机译：在图书馆教学中使用案例和答题器：专为理科学生设计

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Case studies and audience response systems (clickers) were used with science undergraduates scheduled to attend library instruction sessions at The Citadel, the Military College of South Carolina. Each class session incorporated a relevant case study adapted from the University of Buffalo's National Center for Case Study Teaching in Science, and the author paced students through a series of multiple choice questions designed to require higher-order thinking processes (analysis, synthesis, and evaluation). Clicker devices were used to answer these questions anonymously and formed the basis of discussion related to scholarly sources of information, empirical research, plagiarism, and citation styles. This article describes some of the methods used to engage and sustain student participation during a typical fifty-minute class session.
机译：案例研究和观众响应系统（点击器）与计划在南卡罗来纳州军事学院The Citadel参加图书馆教学课程的理科本科生一起使用。每节课均结合了布法罗大学国家案例研究科学中心改编的相关案例研究，作者通过一系列选择题引导学生，这些问题旨在要求更高层次的思维过程（分析，综合和评估） ）。答题器设备用于匿名回答这些问题，并构成了与学术信息源，实证研究，窃和引用方式有关的讨论的基础。本文介绍了在一个典型的五十分钟的课堂上用来吸引和维持学生参与的方法。

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