Clicker technology : an alternative pedagogical tool for Physics lessons

Abstract

The aim of this study was to investigate the use of clicker systems when teaching science in two secondary schools. The focus was on the use of clickers in physics lessons. The challenges teachers experienced together with the students’ participation and levels of engagement when using clickers were explored. The study probed the students’ thinking skills as well as targeted misconceptions which developed during the lessons through the use of the clicker system. During lessons, each student was provided with a clicker remote and a worksheet to complete. Following the lessons, clicker responses and worksheets were collected for evaluation. Each of the participating teachers was interviewed after having carried out lessons using the clickers. The teachers expressed their views about the pedagogical tool in addition to sharing any benefits and concerns they had related to the clickers. Six students from each of the four participating classes took part in focus groups where their experiences when using the clickers were shared. The students expressed their opinions about the use of technological tools when teaching. The research provides insights which are of benefit to the learning environment. The clickers have the ability of initiating classroom discussion and instantaneously gauging students’ understanding. The participating teachers were hesitant about the idea of introducing the clickers on a regular basis. This is mainly due, to the use of newer technologies which makes them feel rather uncomfortable and due to the lack of a proper training program.