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Digital Library Directory > New Perspectives in Science Education 6th Edition 2017
New Perspectives in Science Education 6th Edition 2017

Clicker Technology – an Alternative Pedagogical Tool for Physics Lessons

Joseph Anthony Fenech; Charles Bonello

Abstract

The aim of this study was to investigate whether the introduction of the clicker systems in two Maltese, secondary, church schools can support learning. The study was focussed on how clickers were used during  a set of physics lessons. For this research, teachers were observed teaching physics using clickers. The challenges these teachers’ experienced, the students’ participation and the level of classroom engagement were studied.

During this research, each student was provided a remote clicker in addition to a worksheet. The information on the worksheet was part of the data generated for the research. Following the lessons, six students from each of the four participating classes also took part in focus groups. These students described their experiences when using the clickers. They also described how they thought clickers compared to other classroom activities and how they percieved the use of technological tools during lessons.

Each of the participating teachers also took part in an interview. During the interviews, the teachers expressed their predisposition and attitude to the pedagogical tool. They also shared the benefits and concerns they perceived when using the clickers.

The research findings provide insights which indicate that clickers are of benefit to the learning environment. The clickers have the ability of initiating classroom discussion and instantaneously gauging students’ understanding. Even though these benefits were observed during the lessons carried out using the clickers, the participating teachers were still hesitant to introduce clickers on a regular basis. They felt uncomfortable when using new technologies and were aware that the lack of proper training was an issue.

Refereces:

 [1] Barrett, M. S., Bornsen, S. E., Erickson, S. L., Markey, V., & Spiering, K. (2005). The personal response system as a teaching aid. Communication Teacher, 19(3), 89-92.
[2] British Educational Communications and Technology Agency, (Becta), (2004). A review of the research literature on barriers to the uptake of ICT by teachers. http://www.becta.org.uk/
[3] Kolikant, Y. B.-D., Drane, D., & Calkins, S. (2010). “Clickers” as Catalysts for Transformation of Teachers. College Teaching, 58(4), 127-135.
[4] Lee, H., Feldman, A., & Beatty, I. D. (2012). Factors that affect science and mathematics teachers’ initial implementation of technology-enhanced formative assessment using a classroom response system. Journal of Science Education and Technology, 21(5), 523-539.
[5] Milner-Bolotin, M., Antimirova, T., & Petrov, A. (2010). Clickers beyond the first-year science classroom. Journal of College Science Teaching, 40(2), 14-18.
[6] National Curriculum Framework. http://curriculum.gov.mt/en/Resources/The-NCF/Documents/NCF.pdf
[7] Quinn, A. (2010). An exploratory study of opinions on clickers and class participation from students of human behavior in the social environment. Journal of Human Behavior in the Social Environment, 20(6), 721-731.
[8] Siau, K., Sheng, H., & Nah, F.-H. (2006). Use of a classroom response system to enhance classroom interactivity. Education, IEEE Transactions on, 49(3), 398-403.
[9] Smith, L. A., Shon, H., & Santiago, R. (2011). Audience response systems: Using “clickers” to  enhance BSW education. Journal of Technology in Human Services, 29(2), 120-132.
 

 


Publication date: 2017/03/17
ISBN: 978-88-6292-847-2
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