title: Effects of response cards during lesson closure on the academic performance of secondary students in an earth science course.
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.
authors.affiliation: State University of New York, Plattsburgh, New York 12901-2681, USA. cavanara@splava.cc.plattsburgh.edu
authors.forename: R A
authors.initials: RA
authors.lastname: Cavanaugh
authors.forename: W L
authors.initials: WL
authors.lastname: Heward
authors.forename: F
authors.initials: F
authors.lastname: Donelson
mesh_terms: D000124:Achievement; D000293:Adolescent; D001288:Attention; D002648:Child; D002653:Child Behavior Disorders / Q000523:psychology / Q000628:therapy; D003479:Curriculum; D004495:Education of Persons with Intellectual Disabilities; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*; D008297:Male; D011939:Mental Recall; D012073:Remedial Teaching; D012153:Retention, Psychology; D012586:Science / Q000193:education*