2019/05/13 by Paul Justice, Emily Marshman, Chandralekha Singh · 2 citations
Chemistry · Physics and Astronomy · Social Sciences · #Class (philosophy) #Clicker #Innovative Teaching Methods #Physics education #Science Education and Pedagogy #Sequence (biology) #Task (project management) #Various Chemistry Research Topics #physics.ed-ph
paper · pdf · doi:10.1088/1361-6404/ab2135
published as Eur. J. Phys. 40, 055702 2019
openalex publication_date 2019/05/13 · openalex created_date 2019/05/29 · arxiv created 2020/06/07 · arxiv updated 2020/06/11 · openalex updated_date 2026/08/06
Abstract Engaging students with well-designed multiple-choice questions during class and asking them to discuss their answers with their peers after each student has contemplated the response individually can be an effective evidence-based active-engagement pedagogy in physics courses. Moreover, validated sequences of multiple-choice questions are more likely to help students build a good knowledge structure of physics than individual multiple-choice questions on various topics. Here we discuss a framework to develop robust sequences of multiple-choice questions and then use the framework for the development, validation and implementation of a sequence of multiple-choice questions focusing on helping students learn quantum mechanics via the Stern–Gerlach experiment (SGE) that takes advantage of the guided inquiry-based learning sequences in an interactive tutorial on the same topic. The extensive research in developing and validating the multiple-choice question sequence (MQS) strives to make it effective for students with diverse prior preparation in upper-level undergraduate quantum physics courses. We discuss student performance on assessment task focusing on the SGE after traditional lecture-based instruction versus after engaging with the research-validated MQS administered as clicker questions in which students had the opportunity to discuss their responses with their peers.