Impact of peer interaction on conceptual test performance
Impact of peer interaction on conceptual test performance
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同伴互动对概念测试表现的影响
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
C. Singh
中科院分区：
文献类型：
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作者：
C. Singh
我们分析了在基于微积分的物理入门课程中结对进行电和磁概念调查测试的有效性。与同伴合作的学生在个人测试中表现出比不合作的学生显着更大的标准化收益。我们没有发现那些有机会在同伴讨论前制定自己的回应的学生与没有机会的学生的表现之间存在统计学上的显着差异。同行协作也显示了知识共同构建的证据。与个别学生的讨论表明，学生本身很重视同伴互动。我们讨论了将具有不同个人成就的学生配对的效果。
We analyze the effectiveness of working in pairs on the Conceptual Survey of Electricity and Magnetism test in a calculus-based introductory physics course. Students who collaborated with a peer showed significantly larger normalized gain on individual testing than those who did not collaborate. We did not find statistically significant differences between the performance of students who were given an opportunity to formulate their own response before the peer discussions, compared to those who were not. Peer collaboration also shows evidence for the co-construction of knowledge. Discussions with individual students show that students themselves value peer interaction. We discuss the effect of pairing students with different individual achievements.