Combine HOCS clicker questions with other critical-thinking techniques rather than relying on them alone¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Because practice with HOCS clicker questions did not improve HOCS exam performance, the article recommends that instructors "combine HOCS clicker questions with other pedagogical techniques known to augment critical thinking skills (e.g., pretesting, assigning higher-order questions to supplement reading, and teaching students about metacognition)". HOCS clickers remain valuable for reviewing factual content in preparation for higher-order thinking activities, but the article states that developing critical thinking requires deliberate practice with solving problems and applying knowledge in new contexts.

Design Implications¶

Context¶

Requirements¶

• Instructors must have access to additional pedagogical techniques such as pretesting, higher-order question assignments, and metacognition instruction

Constraints¶

• The article states that a change in exam format alone is not likely to significantly improve students' critical thinking skills

Target Learners¶

• undergraduate nonmajors biology students

Target Learning Goals¶

• critical thinking skills
• higher-order cognitive skill development

Related Strategies¶

• Clicker Questions

Examples¶

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Key Sources¶

• Deborah K. Anderson, Michelle Schoenleber, and Stuart Korshavn. (2023). Higher-Order Clicker Questions Engage Students and Prepare Them for Higher-Order Thinking Activities. Journal of Microbiology and Biology Education. https://doi.org/10.1128/jmbe.00151-22