You are here:

Clickers beyond the First-Year Science Classroom ARTICLE

, ,

Journal of College Science Teaching Volume 40, Number 2, ISSN 0047-231X


This case study's primary objective is to describe the implementation of the electronic response system (clickers) in a small (N = 25) second-year physics course at a large public university and to draw attention of the science faculty who teach upper-level science courses to the potential benefits of this pedagogy. This pilot study discusses the impact of the clicker-enhanced pedagogy on students' cognitive and affective outcomes and their attitudes toward using clickers. The authors also outline challenges faced by the students and the instructors on the way of successful clicker implementation beyond the first year and suggest a few possible ways of addressing them. (Contains 1 table and 2 figures.)


Milner-Bolotin, M., Antimirova, T. & Petrov, A. (2010). Clickers beyond the First-Year Science Classroom. Journal of College Science Teaching, 40(2), 14-18. Retrieved June 22, 2018 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.