The authors compare the effectiveness of Concept Checks (also called ConcepTests) and Just-in-Time Teaching in small, lecture-based chemistry classes. Students in both classes outperformed students in classes that did not use these student-centered active learning approaches. In addition, the authors note that the JiTT approach had a greater impact on student participation and performance than Concept Checks did.
Article abstract and downloadable full text PDF are available on the journal website.
