The role of voting machines on the conceptual learning

GÖK T.

ENERGY EDUCATION SCIENCE AND TECHNOLOGY PART B-SOCIAL AND EDUCATIONAL STUDIES, cilt.4, sa.3, ss.1227-1240, 2012 (SCI-Expanded) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 4 Sayı: 3
  • Basım Tarihi: 2012
  • Dergi Adı: ENERGY EDUCATION SCIENCE AND TECHNOLOGY PART B-SOCIAL AND EDUCATIONAL STUDIES
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED)
  • Sayfa Sayıları: ss.1227-1240
  • Anahtar Kelimeler: Conceptual learning, Higher education, Peer instruction, Physics education, Question sequences, Voting machines
  • Dokuz Eylül Üniversitesi Adresli: Evet

Özet

Voting machines are widely used in the classroom to improve the communication between the lecturer and students. They allow lecturers to get precise real-time feedback and evaluate students' responses to concept tests statistically. With these systems, students can learn concepts at the beginning/end and during the lecture. In this research, a method was developed and used with voting machines in large lecture physics classrooms. The method was tested by comparing student performance in voting machine and non-voting machine lecture sections during consecutive three semesters in introductory calculus-based physics I course. Data from the Force Concept Inventory and common examination questions indicates that students using voting machines achieved a significant gain in conceptual learning, and that voting machines reduced the gap between male and female student performances on tests. The results showed that students were positive about the use of voting machines and believed that they helped them learn.