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Factors that promote success in large enrollment general chemistry courses taught with clickers
DISSERTATION

, University of Northern Colorado, United States

University of Northern Colorado . Awarded

Abstract

The environment of a large (>300) enrollment first semester general chemistry course taught with clickers was characterized by statistical analysis of historical data, as well as through classroom observations and interviewing of professors and students. Four professors with experience teaching chemistry courses with clickers at this university were selected through purposeful sampling and interviewed. A total of 23 classroom observations were conducted. Data was collected from eleven students through interviews, emails, and focus groups. At the conclusion of the interview, students were categorized as field dependent, field intermediate, or field independent using a hidden figure test. Focus groups were assigned to represent one primarily field dependent group and one primarily field independent group. Interview, email, and focus group transcripts were analyzed until a theory of student interactions emerged. Student interactions are self-assembled, and the success of these interactions seems to be driven by the behavior of resonators: students who move throughout the classroom seeking interactions which maximize student learning.

Citation

MacArthur, J.R. Factors that promote success in large enrollment general chemistry courses taught with clickers. Ph.D. thesis, University of Northern Colorado. Retrieved March 21, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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Keywords