Effects of response cards during lesson closure on the academic performance of secondary students in an earth science course.
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.
Cavanaugh
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RA
State University of New York, Plattsburgh, New York 12901-2681, USA. cavanara@splava.cc.plattsburgh.edu
Heward
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WL
Donelson
F
F
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*