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课程结束时使用应答卡对中学生地球科学课程学业成绩的影响。

Effects of response cards during lesson closure on the academic performance of secondary students in an earth science course.

作者信息

Cavanaugh R A, Heward W L, Donelson F

机构信息

State University of New York, Plattsburgh, New York 12901-2681, USA.

出版信息

J Appl Behav Anal. 1996 Fall;29(3):403-6. doi: 10.1901/jaba.1996.29-403.

DOI:10.1901/jaba.1996.29-403
PMID:8926228
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC1283999/
Abstract

This study evaluated the effects of two review techniques on secondary students' recall of science lesson content: (a) an active review condition in which students used response cards to answer questions, and (b) a passive review condition in which students looked and listened while the teacher projected and read key lesson points. Scores on next-day and weekly tests were higher on lesson content reviewed with response cards.

摘要

本研究评估了两种复习技巧对中学生科学课内容记忆的影响

（a）主动复习条件，即学生使用应答卡回答问题；（b）被动复习条件，即教师投影并朗读关键知识点时，学生边看边听。使用应答卡复习的课程内容在次日和每周测试中的得分更高。

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本文引用的文献

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Effects of response cards on student participation and academic achievement: A systematic replication with inner-city students during whole-class science instruction.反应卡对学生参与度和学业成绩的影响：在城市内学生的全课堂科学教学中进行的系统复制。
J Appl Behav Anal. 1994 Spring;27(1):63-71. doi: 10.1901/jaba.1994.27-63.