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Full-Text Articles in Psychology
Does Using Clicker Questions Improve Students' Conceptual Understanding?, Edward W. Goshorn Iv
Does Using Clicker Questions Improve Students' Conceptual Understanding?, Edward W. Goshorn Iv
The Cardinal Edge
Active learning can be incorporated into STEM classrooms in multiple ways. With exploratory learning, students explore a novel activity before learning the concepts or procedures. With personal response devices (e.g., clickers), students respond to real-time questions posed during lecture. The current studies examined whether, and how, clicker question can be used as exploratory learning, to improve students’ conceptual understanding and engagement over traditional instruction. Biology professors integrated clicker questions into a lecture, and either closed the clicker poll prior to (Restricted Clicker Experiment, N = 164) or after (Extended Clicker Experiment, N = 188) giving feedback to the class. Undergraduate …
Interactive Computer-Based Simulations As Exploratory Learning Activities., Derek Mcclellan
Interactive Computer-Based Simulations As Exploratory Learning Activities., Derek Mcclellan
Electronic Theses and Dissertations
Typical college lectures follow a direct instruction framework, where instructors deliver a lecture, followed by an activity. Exploratory learning flips this routine by providing students with an activity prior to instruction. Research suggests that this inversion benefits students’ conceptual understanding and ability to transfer their knowledge. The majority of exploratory learning tasks in the literature are problem-solving activities. The current work investigates the use of computer-based simulations during exploratory learning, and whether manipulating the cognitive load of the activity impacts learning. In Experiment 1, undergraduate students (N=66) were randomly assigned to explore a simulation-based circuit construction activity prior …
Understanding The Evolution Of Enforcement Systems In Resource Dilemmas, Devin M. Flener
Understanding The Evolution Of Enforcement Systems In Resource Dilemmas, Devin M. Flener
College of Arts & Sciences Senior Honors Theses
The effective management of resources on Earth is a pressing global social dilemma. An alternative solution to the traditional managing methods of these common pool resources is communal self-management facilitated through principles of restorative justice and developed through exploratory learning. We examined how communication, restorative justice techniques, and opportunity for exploratory learning impacted groups’ ability to develop a strong conceptual understanding of enforcement as well as an enforcement system in order to maintain an effective conservation strategy. Participants (N=288) were randomly assigned to 72 four-person groups in six separate conditions. Each group played nine rounds of a computer-simulated foraging task …
Does Using Clicker Questions Before Instruction Improve Students' Conceptual Understanding., Edward "Walker" Goshorn
Does Using Clicker Questions Before Instruction Improve Students' Conceptual Understanding., Edward "Walker" Goshorn
College of Arts & Sciences Senior Honors Theses
Active learning can be incorporated into STEM classrooms in multiple ways. With exploratory learning, students explore a novel activity before learning the concepts or procedures. With personal response devices (e.g., clickers), students respond to real-time questions posed during lecture. The current studies examined whether, and how, clicker questions can be used as exploratory learning, to improve students’ conceptual understanding and engagement over traditional instruction. Biology professors integrated clicker questions into a lecture, and either closed the clicker poll prior to (Restricted Clicker Experiment, N = 164) or after (Extended Clicker Experiment, N = 188) giving feedback to the class. Undergraduate …
Aha! Examining Insight In Exploratory Learning Versus Traditional Instruction., Olivia Kaiser
Aha! Examining Insight In Exploratory Learning Versus Traditional Instruction., Olivia Kaiser
College of Arts & Sciences Senior Honors Theses
In undergraduate classrooms, students are typically first taught the concepts and procedures for solving problems, then practice. With exploratory learning methods, students explore novel problems and generate original solutions before receiving instruction, which benefits conceptual understanding and future learning. The current study examined whether students who explore before instruction experience greater insight moments, and whether insight leads to better learning. Prior research demonstrates that individuals remember problem solutions better if they experience a sudden moment of solution clarity (Aha! Experience). Participants (N = 83) were randomly assigned to instruct-first or explore-first conditions and taught three types of magic tricks …
Can Exploratory Learning Help To Close The Minority Achievement Gap?, Shannon Nicole Derkson, Marci S. Decaro
Can Exploratory Learning Help To Close The Minority Achievement Gap?, Shannon Nicole Derkson, Marci S. Decaro
Undergraduate Arts and Research Showcase
Underrepresented minority (URM) students are disproportionately retained and underperform in STEM disciplines compared to non-URM students, yet are needed in the STEM workforce. Possible causes of this minority achievement gap are social isolation, “chilly” classrooms, low confidence, and stereotype threat (Ballen et al., 2017). Inclusive instruction, which includes active learning, may help to reduce this gap (Saunders & Kardia, 1997). Active learning engages students in learning through activities and/or discussion in class as opposed to passively listening to lectures (Brame, 2016; Freeman et al., 2014). But, not all active learning strategies promote inclusive learning environments. We examined whether a type …
Exploratory Learning Activities In The Physics Classroom: Contrasting Cases Versus A Rich Dataset., Campbell Rightmyer Bego
Exploratory Learning Activities In The Physics Classroom: Contrasting Cases Versus A Rich Dataset., Campbell Rightmyer Bego
Electronic Theses and Dissertations
In exploratory learning, students engage in an exploration activity on a new topic prior to instruction. This inversion of the traditional tell-then-practice order has been shown to benefit learning outcomes, especially conceptual knowledge and preparation for future learning, but not always. In three studies, the current work examines whether the type of exploration activity impacts learning mechanisms and outcomes, on the topic of gravitational field in undergraduate physics classrooms. Activities using either contrasting cases (CC) or a rich dataset (RD) are compared in two instructional orders, explore-first (EF) and instruct-first (IF). Learning outcomes measured procedural knowledge, conceptual knowledge, and performance …