Adapting Interactive Technology to Younger Science Learners With a New Framework for Differentiating Classroom Interventions

• In Event: Differentiation, Diversity, and Technology

Abstract

The use of clicker voting technology to promote interactive student engagement is becoming increasingly widespread in postsecondary science classrooms. However, concerns persist about the efficacy of this technique for younger science learners. To systematically investigate these concerns, the same instructor taught four different physics classes in four different ways for each of two years at a diverse high school. This permitted differing implementations of clicker use for younger science learners (n = 250) to be adjudicated empirically. After controlling for the instructor, multiple student covariates, and the time of day that experimental treatments were implemented, students given an opportunity to verbally discuss their clicker votes with each other significantly outperformed students that instead received a supplemental lecture between clicker votes.

Author

• Bryan Henderson, Arizona State University