Investigating the Influence of Gender on Student Perceptions of the Clicker in a Small Undergraduate General Chemistry Course

• Emily D. Niemeyer ^[1] ; Maha Zewail-Foote ^[1]
  1. [1] Southwestern University

     Southwestern University

     Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 95, Nº 2, 2018, págs. 218-223
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The use of electronic response pads or “clickers” is a popular way to engage students and create an active-learning environment, especially within large chemistry courses. We examined students’ perceptions of how the clicker affected their learning, participation, and engagement in the classroom, as well as their overall experience within a first-semester general chemistry course at a liberal arts institution. Overall, students perceived that clickers provided a significant enhancement to their learning, with women valuing the technology to a greater extent.