Use of Plickers® software as a tool to measure learning effectiveness during statics classes
DOI:
https://doi.org/10.33448/rsd-v9i7.3267Keywords:
Peer Instruction; Classroom Response; Statistics.Abstract
A technologocal tool is used to measure the effectiveness of students’ learning in the subjects os Statistics I adn Statistics II of the Administration course, ande in the Statistic subjects of the Production Engeneering and Accounting Sciences courses of a university center in Zona dmore interesa Mata Mineira; this tool has proven to be useful and agile for real feedback on class learning. The tool in study is called Plickers, being classified as Classroom Response. In mentioned subjects, the tool was integrated into the classes using the Peer Instruction Methodology (PI), in which students learn frim their peers. The tool was well accepted by students who were instantly more interested in classes and new technology, as shown by the results. The fact that each studant has a presponse card, for exclusive use, makes the students’ omission, when answering a question proposed by the teacher, non-existent. This way, this is no longer a problem in the classroom, the teacher has, quickly, the real leaning diagnosis of his students, this allows measures to be taken, when learning can be considered unsatisfactory. The tool allows dynamism during classes, allowing the teacher to make decisions and paths that can revesse unsatisfactory situations.
References
Crouch, C. H.; Mazur E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics, 69, 970-977.
Crouch, C. H.; Watkins, J.; Fagen, A. P.; Mazur, E. (2007) Peer instruction: engaging students one-on-one, all at once. Reviews in Physics Education Research, Ed. E.F. Redish and P. Cooney, pp. 1-1 American Association of Physics Teachers, College Park, MD.
Fagen, A.; Crouch, C. H.; Mazur E. (2002). Peer Instruction: Results from a range of classrooms. Physics Teacher, 40, 206-209.
Lasry, N.; azur, E.; Waktins, J. (2008). Peer instruction: From Harvard to the two-year college. American Journal of Physics, 76, 1066-1069.
Mazur, E.(2005) Peer instruction: a revolução da aprendizagem ativa. Penso Editora.
Rogalski, M.(1994) L’enseignement de l’algebre lineaire en primiere annee de DEUG A. Gazette Des Mathématiciens, n.60, p.1-18, abr.
Silva Pinto, A. S.; Bueno, M. R. P; Silva M. A. F A.; Sellmann, M. Z.; Koelher, S. M. F. (2012) Inovação Didática-Projeto de Reflexão e Aplicação de Metodologias Ativas de Aprendizagem no Ensino Superior: uma experiência com “peer instruction”. Janus, v. 9, n. 15.
Teixeira, K. C. B.; Fontenele, F. C. F. (2017) Metodologia peer instruction no ensino de matrizes: um relato de experiência na disciplina de álgebra linear. Educação Matemática em Revista, v. 1, n. 18, p. 57-65.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
