Small Groups, Significant Impact: A Review of Peer-Led Team Learning Research with Implications for STEM Education Researchers and Faculty
Small Groups, Significant Impact: A Review of Peer-Led Team Learning Research with Implications for STEM Education Researchers and Faculty
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DOI：
10.1021/acs.jchemed.5b00862
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发表时间：
2016-10-01
影响因子：
3
通讯作者：
Varma-Nelson, Pratibha
中科院分区：
文献类型：
--
作者：
Wilson, Sarah Beth;Varma-Nelson, Pratibha
同侪主导的团队学习（PLTL）研究已从其根源--化学研讨会中学生成功衡量标准的项目评估扩展到一系列研究问题以及定性、定量和混合方法研究方法。为了制定PLTL研究的建议，并提出最佳实践的教师谁将PLTL在他们的课堂上，理论框架，研究设计，结果和67同行评议的研究，跨越各种STEM学科和机构类型的局限性，进行了检查。五个方案的评价主题出现在这个综合文献：学生的成功措施;学生的看法;推理和批判性思维能力;研究同行领导人;和PLTL模型的变体。对于每一个主题，未来的研究领域和实践的影响，建议以STEM学科为基础的教育研究人员和教师。
Peer-led team learning (PLTL) research has expanded from its roots in program evaluation of student success measures in Workshop Chemistry to a spectrum of research questions and qualitative, quantitative, and mixed methods study approaches. In order to develop recommendations for PLTL research and propose best practices for faculty who will integrate PLTL in their classrooms, the theoretical frameworks, study designs, results, and limitations of sixty-seven peer-reviewed studies, spanning a variety of STEM disciplines and institution types, were examined. Five program evaluation themes emerged from this synthesis of the literature: student success measures; student perceptions; reasoning and critical thinking skills; research on peer leaders; and variants of the PLTL model. For each of the themes, areas for future study and implications for practice are suggested to STEM discipline-based education researchers and faculty.