Peer Instruction: Ten years of experience and results
Peer Instruction: Ten years of experience and results
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DOI：
10.1119/1.1374249
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发表时间：
2001-09-01
影响因子：
0.9
通讯作者：
Mazur, E
中科院分区：
文献类型：
--
作者：
Crouch, CH;Mazur, E
我们报告了十年来在基于微积分和代数的非专业物理入门课程中采用同伴教学的数据；我们的结果表明，实施同伴教学后，学生在概念推理和定量问题解决方面的掌握都有所提高。我们还讨论了自1991年引入PI以来，我们如何改进PI的实施。最值得注意的是，我们已经用课前对阅读内容的书面回答取代了课堂上的阅读测验，为课程的部分内容引入了一本基于研究的力学教科书，并将合作学习纳入了讨论部分和课堂。这些改进旨在帮助学生从课前阅读中学到更多东西，并增加学生在讨论部分的参与度，同时进一步提高学生的理解力。(C)2001年美国物理教师协会。
We report data from ten years of teaching with Peer Instruction (PI) in the calculus- and algebra-based introductory physics courses for nonmajors; our results indicate increased student mastery of both conceptual reasoning and quantitative problem solving upon implementing PI. We also discuss ways we have improved our implementation of PI since introducing it in 1991. Most notably, we have replaced in-class reading quizzes with pre-class written responses to the reading, introduced a research-based mechanics textbook for portions of the course, and incorporated cooperative learning into the discussion sections as well as the lectures. These improvements are intended to help students learn more from pre-class reading and to increase student engagement in the discussion sections, and are accompanied by further increases in student understanding. (C) 2001 American Association of Physics Teachers.