Questions for Classroom Response Systems and Teaching Instrumental Element Analysis

Open access
Author
Date
2021-02Type
- Journal Article
Abstract
Asking students questions is a central, although understudied and underappreciated, ingredient of teaching. Formative questioning provides many opportunities for teachers and students, e.g. to practice skills and receive feedback. Among other approaches, classroom response systems (CRSs), which run on the mobile electronic devices of students, facilitate such active engagement of students in the lecture hall. This paper presents an overview on questions for teaching with a focus on questions for CRSs and provides considerations and brief guidelines for the development of multiple-choice questions. Examples from a mid-sized analytical chemistry lecture illustrate additional challenges and different probes for potential misconceptions. Moreover, limitations of valid interpretation of students' responses are emphasized. This leads to a discussion of the value of incorporating prompts for justifications into questions. Show more
Permanent link
https://doi.org/10.3929/ethz-b-000474360Publication status
publishedExternal links
Journal / series
ChimiaVolume
Pages / Article No.
Publisher
Schweizerische Chemische GesellschaftSubject
Analytical chemistry; Classroom response system; Misconceptions; Questions; Second-year undergraduateOrganisational unit
03512 - Günther, Detlef / Günther, Detlef
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