We have observed this behavior both when students are considering new clicker questions and in other problem-solving settings, such as help sessions and homework-solving sessions.
One key difference is in the role played by homework and problem solving.
Introductory classes in biology often have little or no homework or problem solving (with the exception of units on genetics).
Data were gathered using artifacts generated from students (n = 86) in a sophomore-level molecular biology course at institution A. As described by Adams and Wieman (2011), an important first step for determining areas of student confusion can be identified by observing students participating in group homework assignments, problem solving, or even help sessions.
For example, De Witte and Van Klaveren (2014), using data from Dutch students participating in TIMSS 2003, found that high test scores are associated with teaching styles that emphasize problem solving and homework.
As such, it includes psychotherapeutic techniques (behavioral activation, cognitive behavioral therapy and problem solving) and homework tasks.
Key components of the program involved providing education about spina bifida, teaching problem solving skills, homework and goal setting.
(He says education is a gift he gave his two children, a financial analyst and a dentist: at his lab on weekends, they did homework while he solved cases. He remembers it as "quality time").
A possible research question could be that if school uniforms are associated with powerlessness among schoolchildren, would wearing school uniforms affect the level of effort children expend to solve homework problems or write papers?
In this scenario, the weaker students may still be unable to think independently to solve homework and exam problems.
In addition to having students respond to homework questions or solve problems, instructors need only add one or more questions that push students to consider their own thinking (see Table 1).
