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February Assignments

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ASMcue abstract draft due February 3, 2010

The ASMcue abstract deadline is fast approaching (finals due February 15th ) and this assignment will help you get started.  We’ll have a conference call to discuss more particulars and answer any of your questions within the next two weeks.  Watch for an email.  In the meantime, please compose a draft of your ASMcue abstracts and share them with your team and facilitator via the wiki (February tab) for review and comment by Wednesday, February 3rd.  
 
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Hello team! Hope everyone's semester is off to a good start! We started Jan 6th and it has been crazy ever since.  We got 6 inches of snow on Sat. so I have not been to work yesterday or today.  That gave me uninterrupted time to work on this abstract.  Below is my abstract for ASMCUE.  Please proof and provide suggestions, corrections, etc.  I appreciate it. ---Wendy

 

Heres mine.  I am not liking the title...suggestions welcome!  Jackie

Modified 2/15

 

Clickers: Help or Hindrance to Motivating and Engaging Students in Small Non-major Introductory Science Classrooms
J.M. Washington, Department of Biology and Chemistry, Nyack College, New York
 
  
Students in core non-major introductory science classes are often apprehensive, unmotivated, and underprepared. This presents significant challenges in their ability to have a positive, meaningful, learning experience. Active learning strategies such as the use of personal response systems or clickers have been shown to be phenomenally successful in stimulating interest and promoting learning in very large classrooms. Whereas the use of personal response systems have been shown to be effective in large classrooms, their effectiveness in smaller science classrooms (n<30) has not been investigated. This study looked at the usefulness of clickers in motivating and engaging students in the small classroom. Are they as effective in smaller classrooms?  This study involved students in both core non-major Human Biology or General Biology courses (n<30). Classroom pedagogy primarily included the alternate use of clickers or worksheets, and occasionally other techniques such videos, group work and discussion were added. Students were given pre- and post- motivation surveys, a mid-semester attitude survey and reflected daily on their level of engagement.  The results suggest while some students disliked clickers, overall their usage engages and motivates student learning just as well as other active learning strategies proven to be effective in smaller classrooms. Consequently, the use of clickers can stimulate and promote learning regardless of class size – they work as well in small or large classrooms.
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