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This study investigates the impact of teaching methodologies and technology (specifically DyKnow software and Tablet PCs) on improving students' problem-solving skills in physics courses at Columbus State University. By promoting real-time feedback and interactive communication, these tools facilitate deeper engagement among students. The research compares results from courses utilizing DyKnow and Tablet PCs against historical averages, shedding light on their effectiveness in enhancing student learning and success in problem-solving tasks.
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Methodology and/or Technology: Making Difference in Improving Students’ Problem Solving Skills Zdeslav Hrepic, Katherine Lodder, and Kimberly A. Shaw Department of Earth and Space Sciences - Columbus State University Introduction Results (continued) • DyKnow software (www.dyknow.com) - designed to promote engaged classroom communication through variety of venues for real-time feedback and information exchange among all participants in the learning process. • Pen-based computers such as Tablet PCs - critical advantage in fields where formula writing, graphing, schema sketching or free drawing play a vital role (mathematics, sciences at large, engineering, Japanese language, music, special education, medical imaging etc.) • Goal: To isolate and investigate roles and productive contributions of teaching methodology and DyKnow/Tablet PC instructional technology for student success in problem solving Previous Study Sisson (2009), Louisiana State University. DyKnow and university-provided Tablet PCs deployed in: 1) Algebra-based and Calculus based Introductory Physics Courses: Results compared with 5 year department averages in semesters without deployment. Tablet PC & DyKnow Instruction Discussion Earlier Results (CSU, FHSU)Hrepic (2009a,b); Hrepic and Shaw (2010) New Dynamics of Note Taking Current Study Design Students’ scores measured against Cumulative Computer Usage and DyKnow Activity Status: Are you with me? Pooling: Embedded Clickers Slide submission: Open-ended questionsand numerical problems Chat: Embarrassed to ask? Students’ Recommendations for Future Usage of DyKnow Software and Tablet PCs in the Physics Courses (FHSU and CSU Deployments) vs. Multiple, distinctly different channels of Real-time feedback “One on One” vs. “Two on One” Computing vs. Results No Difference LSU – Two on One Computing Photo Courtesy Cynthia Sisson CSU – Two on One Computing vs. One on One Computing All in Control: Class-wide Data Collection References Hrepic, Z., Rebello, N. S., & Zollman, D. A. (2009a). Remedying Shortcomings of Lecture-Based Physics Instruction Through Pen-Based, Wireless Computing And DyKnow Software. In N. H. Salas & D. D. Peyton (Eds.), Reading: Assessment, Comprehension and Teaching (pp. 97-129): Nova Science Publishers. Hrepic, Z., & Reed, K. (2009b). Impact of Tablet PCs and DyKnow software on learning gains in inquiry-learning oriented course. In D. A. Berque, L. M. Konkle & R. H. Reed (Eds.), The Impact of Tablet PCs and Pen-based Technology on Education: New Horizons (pp. 65-72). West Lafayette, IN: Purdue University Press. Hrepic, Z., & Shaw, K. (2010). Open policy for wireless computers in classrooms: What makes it a good or a bad idea? In R. H. Reed & D. A. Berque (Eds.), The Impact of Tablet PCs and Pen-based Technology on Education (pp. 83-91). West Lafayette, IN: Purdue University Press. Sisson, C. J. (2009). Tablet-based recitations in Physics: Less lecture, more success. In D. A. Berque, L. M. Konkle & R. H. Reed (Eds.), The impact of Tablet PCs and pen-based technology on education: new horizons (pp. 133-139). West Lafayette, IN: Purdue University Press. * More info available at www.hrepic.com
