JCE Online Journal of Chemical EducationDivision of Chemical Education, American Chemical SocietyAmerican Chemical Society
 | Subscriptions  | Software Orders  | Support  | Contributors  | Advertisers  | 

JCE Print
   Current Issue
 Previous Issues
 Supplements
 Search JCE Index

JCE Digital Library
   JCE DLib Catalog
   ChemInfo
 Data-Driven Exercises
 DigiDemos
 Featured Molecules
 LivTexts
 LrnCom
 QBank
 SymMath
 WebWare

JCE Software
   Latest Releases
 Software & Video
 Downloads
 Support

Only@JCE Online
   JCE Online Store
 JCE HS CLIC
 JCE Discussion Forums
   Biographical Snapshots
 ChemEd Resource Shelf
 Hal's Picks
 Project Chemlab
 Reviewed WWW Sites
 "Web-Ed" Articles

About JCE
   Features
 Publications
 Operations
 Outreach
 Contact Us


  Home > JCE Print > Journal of Chemical Education > Issues > 2008  > October  >
In the Classroom
Teaching with Technology
Optimizing the Use of Personal Response Devices (Clickers) in Large-Enrollment Introductory Courses
Klaus Woelk
Department of Chemistry, Missouri University of Science and Technology, Rolla, MO 65409
Cover
October 2008
Vol. 85 No. 10
p. 1400
Abstract
Clickers are electronic response devices with which a student can remotely submit responses to questions or problems posed by a teacher. The problems are typically true-false or multiple-choice questions, but can also include numerical problems. Clicker devices are particularly popular in large-enrollment introductory science, technology, engineering, and mathematics courses. A taxonomy of clicker use is introduced to classify the wide variety of tasks that may be accomplished with clickers. The taxonomy distinguishes between two key categories. The first category relates to questions probing attendance in class, preparedness of assigned reading, and interest in the subject matter. The second category pertains to activities for the enhancement of conceptual understanding and mastering of the material. It involves connecting clicker use to teaching and learning strategies that are thought-provoking, such as peer instruction and problem-based learning. Categories and subcategories are illustrated with key examples of clicker questions from a nonmajor introductory general chemistry course at the college or university level.
More Information
*
Citation
Woelk, Klaus. J. Chem. Educ. 2008, 85, 1400.
*
Keywords
Chemical Education Research; Descriptive Chemistry; First-Year Undergraduate / General; Learning Theories; Misconceptions / Discrepant Events; Nonmajor Courses; Problem Solving / Decision Making; Student-Centered Learning
*
History
Created:
Last Updated:
8/27/2008
8/28/2008
<< Previous Article Table of Contents Next Article >>
  Home > JCE Print > Journal of Chemical Education > Issues > 2008  > October  > Page 1400


Subscriptions
 Subscription Info
 Order Forms

JCE HS CLIC

Our Secondary School editors work hard to distill all the JCE materials to produce a fraction of particular interest to high school teachers. We call it CLIC.
 JCE HS CLIC

Contributions Welcome
JCE welcomes your submission
 Contributors' Corner

Advertisers
In recent years we have worked hard to better match our advertisers with our readers. When shopping for chemistry education materials, visit our advertisers' WWW sites first.
 Recent Advertisers

Be An Ambassador
Take JCE along on your outreach missions. Copies of the Journal, guest access to JCE Online, our publications catalog, and more are available for your participants.
 Outreach with JCE

NSF logoDivCHEDACS ACS PubsFor journals in other fields of chemistry visit ACS Publications.
Comments to
jceonline@chem.wisc.edu		 Copyright © 2008 Division of Chemical Education, Inc., American Chemical Society.
All rights reserved.		  Terms | Privacy