Clickers in the Biology Classroom: Strategies for Writing and Effectively Implementing Clicker Questions That Maximize Student Learning

Abstract

Many studies over the past 20 years have described the advantages, for both students and instructors, of using clickers to ask conceptual questions in science classrooms. In biology courses, which students may view as content-heavy, clickers can be particularly helpful in encouraging students to apply their knowledge and analyze new scenarios. As an instructor, asking clicker questions that are aligned with learning goals, challenge student thinking, inspire student discussion, and provide information to monitor student learning are all rewarding practices. However, it can take instructors many rounds of iteration to see this reward, and often they are unsure how to best write and implement clicker questions. In this chapter, we highlight the evidence-based practices that can help instructors use clickers effectively in biology classrooms. Specifically, we describe how to ask clicker questions to encourage student engagement and learning, and we provide guidance about how to write conceptual questions that encourage thinking and discussion. We also discuss evidence about student learning during clicker questions and conclude with practical advice about implementation.