NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1072356
Record Type: Journal
Publication Date: 2015
Pages: 20
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: EISSN-1925-7147
Learning Physics Teaching through Collaborative Design of Conceptual Multiple-Choice Questions
Milner-Bolotin, Marina
Canadian Journal of Action Research, v16 n2 p22-41 2015
Increasing student engagement through Electronic Response Systems (clickers) has been widely researched. Its success largely depends on the quality of multiple-choice questions used by instructors. This paper describes a pilot project that focused on the implementation of online collaborative multiple-choice question repository, PeerWise, in a Physics Methods course for secondary teachers at a large Canadian Teacher Education program. We investigated different facets of PeerWise implementation, teacher-candidates' engagement through the system, and how PeerWise can support teacher-candidates' collaboration on designing high quality conceptual multiple-choice questions. This study sheds light on the results of this implementation and suggests directions for future research.
Canadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail: cjar@nipissingu.ca; Web site: http://cjar.nipissingu.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada