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American Journal of Physics -- February 2009 -- Volume 77, Issue 2, pp. 180
Technology talks: Clickers and grading incentive in the large lecture hall
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Add to FacebookTwo sections of an introductory astronomy class were given different grading incentives for clicker participation for two consecutive semesters. In the high stakes classroom points were awarded only for correct answers, in contrast to the low stakes classroom in which points were awarded simply for participating. Self-formed groups of four students each were recorded in both sections several times during the spring 2007 semester and their conversations were transcribed and categorized into nine topics to analyze the variations between the sections. Performance on clicker questions and tendency to block vote were correlated with class grades and gains for the pre- and post-test scores on the Astronomy Diagnostic Test.
© 2009 American Association of Physics Teachers
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History
Received Jun 2008
Accepted Oct 2008
Online Jan 2009
Accepted Oct 2008
Online Jan 2009
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