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  • 1.
    Jääskeläinen, Markku
    et al.
    Dalarna University, School of Technology and Business Studies, Physics.
    Lagerkvist, Andreas
    Dalarna University, School of Technology and Business Studies, Mathematics.
    Why do they not answer and do they really learn?: A case study in analysing student response flows in introductory physics using an audience response system2017In: European journal of physics, ISSN 0143-0807, E-ISSN 1361-6404, Vol. 38, no 4, article id 045705Article in journal (Refereed)
    Abstract [en]

    In this paper we investigate teaching with a classroom response system in introductory physics with emphasis on two issues. First, we discuss retention between question rounds and the reasons why students avoid answering the question a second time. A question with declining response rate was followed by a question addressing the student reasons for not answering. We find that there appear to be several reasons for the observed decline, and that the students need to be reminded. We argue that small drops are unimportant as the process appears to work despite the drops. Second, we discuss the dynamics of learning in a concept-sequence in electromagnetism, where a majority of the students, despite poor statistics in a first round, manage to answer a followup question correctly. In addition, we analyse the response times for both situations to connect with research on student reasoning on situations with misconception-like answers. From the combination of the answer flows and response time behaviours we find it plausible that conceptual learning occurred during the discussion phase.

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