Student perception of clicker technology in science and mathematics education

Paper


Haeusler, Carole E. and Lozanovski, Con. 2010. "Student perception of clicker technology in science and mathematics education." CETL 2010: Enhancing Learning Experiences in Higher Education. Pok Fu Lam, China 02 - 03 Dec 2010 Hong Kong.
Paper/Presentation Title

Student perception of clicker technology in science and mathematics education

Presentation TypePaper
AuthorsHaeusler, Carole E. (Author) and Lozanovski, Con (Author)
Journal or Proceedings TitleProceedings of the International Conference on Enhancing Learning Experiences in Higher Education (CETL 2010)
Number of Pages9
Year2010
Place of PublicationHong Kong
Web Address (URL) of Paperhttp://www.cetl.hku.hk/conference2010/pdf/Haeusler_2.pdf
Conference/EventCETL 2010: Enhancing Learning Experiences in Higher Education
Event Details
CETL 2010: Enhancing Learning Experiences in Higher Education
Event Date
02 to end of 03 Dec 2010
Event Location
Pok Fu Lam, China
Event Venue
University of Hong Kong
Abstract

We report on the results of integrating student response technology by Turning Point 2008©, simply referred to as clickers, into pre-service science and mathematics and education courses at the University of Southern Queensland
(USQ), Australia. Many of the pre-service teachers have weak backgrounds in science and mathematics and lack confidence or interest in these subjects. This study investigated the use of clickers as a means of engaging students with science and mathematics classes and enhancing their learning outcomes. The effect of two different pedagogical uses of clickers on students’ perceptions was also explored. In the science education classes, clickers were used as tool to identify prior knowledge and prompt discussion, whereas in the mathematics education classes, the clickers were used at the end of lectures to check that learning had occurred. Surveys were conducted in the science and mathematics classes using measures of students’ perception of clickers and their contribution to overall learning. Although analyses of these data revealed positive student support for the use of clickers in enhancing student engagement and learning in both science and mathematics classes, students’ responses in the science education classes were far more positive. Further, the impact of the approach used in science education on pre-service teachers’ science teaching self-efficacy was evaluated. A pre-test and post-test in the scienceeducation class using the Science Teaching Efficacy Beliefs Instrument (STEBI) showed significant increases in science teaching selfefficacy, supporting the effectiveness of the pedagogical approach used in science.

Keywordsstudent response technology; science and mathematics education; student learning; pre-service; primary teaching; science; self-efficacy; beliefs
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
390405. Educational technology and computing
390113. Science, technology and engineering curriculum and pedagogy
Public Notes

Copyright © 2010 C. E. Haeusler & C. Lozanovski. The authors assign to CETL, HKU the right to publish this document in full in the conference proceedings. Any other usage is prohibited without the express permission of the authors.

Byline AffiliationsFaculty of Education
Institution of OriginUniversity of Southern Queensland
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