Conceptual Question Response Times in Peer Instruction Classrooms.
Conceptual Question Response Times in Peer Instruction Classrooms.
复制标题
同伴指导课堂中的概念性问题响应时间。
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
E. Mazur
中科院分区：
文献类型：
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作者：
Kelly Miller;N. Lasry;Brian Lukoff;Julie A. Schell;E. Mazur
课堂反应系统广泛应用于交互式教学环境中，通过向学生提问来吸引学生。以前的研究所采取的时间由学生回答概念性问题已经产生了洞察力，学生如何思考和改变概念。我们测量的时间量的学生采取响应课堂上，概念性问题[概念测试（CT）]在两个介绍性的物理课程使用同伴教学和使用项目反应理论，以确定CT的难度。我们研究正确和不正确的答案之间的反应时间差异之前和之后的同行讨论不同难度的CT。我们还确定了响应时间和学生的表现在标准化测试传入的物理知识，precourse自我效能感，和性别之间的关系。我们的数据揭示了三个有趣的结果。首先，正确答案的响应时间明显快于不正确的答案，无论是在同行讨论之前还是之后，特别是对于简单的CT。第二，具有较高物理知识和较高自我效能感的学生在两轮中反应更快。第三，有没有性别差异的反应率后，控制传入的物理知识成绩，虽然男性注册显着更多的尝试之前，致力于最后的答案比女学生。这些结果为同伴指导期间有效的CT起搏提供了见解。特别是，为了保持每个人都参与的节奏，不应该给学生太多的时间来回应。当大约80%的答案都在，正确与不正确的反应的比例迅速接近水平，表明随机猜测和教师应该关闭调查。
Classroom response systems are widely used in interactive teaching environments as a way to engage students by asking them questions. Previous research on the time taken by students to respond to conceptual questions has yielded insights on how students think and change conceptions. We measure the amount of time students take to respond to in-class, conceptual questions [ConcepTests (CTs)] in two introductory physics courses taught using Peer Instruction and use item response theory to determine the difficulty of the CTs. We examine response time differences between correct and incorrect answers both before and after the peer discussion for CTs of varying difficulty. We also determine the relationship between response time and student performance on a standardized test of incoming physics knowledge, precourse self-efficacy, and gender. Our data reveal three results of interest. First, response time for correct answers is significantly faster than for incorrect answers, both before and after peer discussion, especially for easy CTs. Second, students with greater incoming physics knowledge and higher self-efficacy respond faster in both rounds. Third, there is no gender difference in response rate after controlling for incoming physics knowledge scores, although males register significantly more attempts before committing to a final answer than do female students. These results provide insight into effective CT pacing during Peer Instruction. In particular, in order to maintain a pace that keeps everyone engaged, students should not be given too much time to respond. When around 80% of the answers are in, the ratio of correct to incorrect responses rapidly approaches levels indicating random guessing and instructors should close the poll.