Journal of Science Education and Technology

, Volume 18, Issue 5, pp 382–392 | Cite as

Exploring the Use of Audience Response Systems in Secondary School Science Classrooms

Article

Abstract

An audience response systems (ARS) allows students to respond to multiple choice questions using remote control devices. Once the feedback is collected and displayed, the teacher and students discuss misconceptions and difficulties experienced. ARSs have been extremely popular and effective in higher education science classrooms, although almost no research has been done at the secondary school level. The purpose of this study was to conduct a detailed formative analysis of the benefits, challenges, and use of ARSs from the perspective of 213 secondary school science students. Perceived benefits were increased student involvement (engagement, participation, and attention) and effective formative assessment of student understanding. Perceived challenges included decreased student involvement and learning when ARSs were used for summative assessment, occasional technological malfunctions, resistance to using a new method of learning, and increased stress due to time constraints when responding to questions. Finally, students rated the use of ARSs significantly higher when it was used for formative as opposed to summative assessment.

Keywords

Audience response systems Secondary school Science Evaluation 

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Copyright information

© Springer Science+Business Media, LLC 2009

Authors and Affiliations

  1. 1.University of Ontario Institute of TechnologyOshawaCanada

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