{"id":420820,"date":"2017-06-15T02:00:00","date_gmt":"2017-06-14T23:00:00","guid":{"rendered":"http:\/\/www.fyysika.ee\/?guid=4d3bc7610ae4d2e7e5663cb5652c4589"},"modified":"2017-06-15T02:00:00","modified_gmt":"2017-06-14T23:00:00","slug":"why-do-they-not-answer-and-do-they-really-learn-a-case-study-in-analysing-student-response-flows-inintroductory-physics-using-an-audience-response-system","status":"publish","type":"post","link":"https:\/\/www.fyysika.ee\/?p=420820","title":{"rendered":"Why do they not answer and do they really learn? A case study in analysing student response flows in\r\nintroductory physics using an audience response system"},"content":{"rendered":"<p>In this paper we investigate teaching with a classroom response system in introductory physics with<br \/>\nemphasis on two issues. First, we discuss retention between question rounds and the reasons why<br \/>\nstudents avoid answering the question a second time. A question with declining response rate was<br \/>\nfollowed by a question addressing the student reasons for not answering. We find that there appear<br \/>\nto be several reasons for the observed decline, and that the students need to be reminded. We argue<br \/>\nthat small drops are unimportant as the process appears to work despite the drops. Second, we<br \/>\ndiscuss the dynamics of learning in a concept-sequence in electromagnetism, where a majority of the<br \/>\nstudents, despite poor statistics in a first round, manage to answer a followup question correctly.<br \/>\nIn addition, we analyse the response times for both situations to connect with research on student<br \/>\nreasoning on situations with misconception-like answers. From the combination of the answer flows<br \/>\nand respon&#8230;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>In this paper we investigate teaching with a classroom response system in introductory physics with<br \/>\nemphasis on two issues. First, we discuss retention between question rounds and the reasons why<br \/>\nstudents avoid answering the question a second time. A&#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"categories":[178],"tags":[],"class_list":{"0":"post-420820","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-rss-fuusikaharidus","7":"entry"},"_links":{"self":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/420820","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=420820"}],"version-history":[{"count":0,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/420820\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=420820"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=420820"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=420820"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}