Peer instruction: do students really learn from peer discussion in computing?
Peer instruction: do students really learn from peer discussion in computing?
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同伴指导：学生真的能从计算机领域的同伴讨论中学习吗？
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Daniel Zingaro
中科院分区：
文献类型：
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作者：
Leo Porter;C. Lee;B. Simon;Daniel Zingaro
同伴指导（PI）是一种让学生构建自己对概念的理解的教学方法。学生单独回答一个问题，与同学讨论，然后再回答同一个问题。一般来说，PI的同伴讨论部分会导致正确回答问题的学生人数增加。但是这些学生真的在学习吗，还是他们只是在“抄袭”小组中其他人的正确答案呢？在《科学》杂志上的一篇文章中，Smith等人肯定了遗传学专业的学生可以从讨论中学习：在与同学讨论了第一个问题后，学生能够更好地正确、独立地回答第二个与概念相关的问题。我们复制了他们的研究，发现高年级计算机课程（架构和计算理论）的学生也从同行讨论中学习，并探索我们的结果与Smith等人的结果之间的差异。我们的研究表明，使用配对问题之间的原始百分比增益可能无法完全阐明同伴讨论的价值。我们定义了一个新的度量，加权学习增益，它更好地反映了讨论的学习价值。通过将这一指标应用于遗传学和计算机课程，我们一致发现85-89%的“潜在学习者”受益于同侪讨论。
Peer Instruction (PI) is an instructional approach that engages students in constructing their own understanding of concepts. Students individually respond to a question, discuss with peers, and respond to the same question again. In general, the peer discussion portion of PI leads to an increase in the number of students answering a question correctly. But are these students really learning, or are they just "copying" the right answer from someone in their group? In an article in the journal Science, Smith et al. affirm that genetics students individually learn from discussion: having discussed a first question with their peers, students are better able to correctly, individually answer a second, conceptually-related question. We replicate their study, finding that students in upper-division computing courses (architecture and theory of computation) also learn from peer discussions, and explore differences between our results and those of Smith et al. Our work reveals that using raw percentage gains between paired questions may not fully illuminate the value of peer discussion. We define a new metric, Weighted Learning Gain, which better reflects the learning value of discussion. By applying this metric to both genetics and computing courses, we consistently find that 85-89% of "potential learners" benefit from peer discussion.