Peer instruction: From Harvard to the two-year college
Peer instruction: From Harvard to the two-year college
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DOI：
10.1119/1.2978182
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发表时间：
2008-11-01
影响因子：
0.9
通讯作者：
Watkins, Jessica
中科院分区：
文献类型：
--
作者：
Lasry, Nathaniel;Mazur, Eric;Watkins, Jessica
我们比较了在两年制大学中首次实施同伴教学(PI)和在一流的四年制研究机构中首次实施PI的有效性。我们展示了PI对于背景知识较少的学生是多么有效，以及PI方法在课程中对学生自然减员的影响。关于在大学环境中使用PI的有效性的结果重复了先前的发现：接受PI教学的学生比传统教学的学生表现出更好的概念学习和相似的解决问题的能力。然而，以前没有报道的是以下两个发现：第一，尽管背景知识较多的学生在任一类型的教学中获益最多，但在传统教学中，背景知识较少的学生获得的收益与背景知识较多的学生一样多。第二，PI方法被发现在四年制和两年制机构的物理入门课程中减少了学生的自然流失。(C)2008年美国物理教师协会。
We compare the effectiveness of a first implementation of peer instruction (PI) in a two-year college with the first PI implementation at a top-tier four-year research institution. We show how effective PI is for students with less background knowledge and what the impact of PI methodology is on student attrition in the course. Results concerning the effectiveness of PI in the college setting replicate earlier findings: PI-taught students demonstrate better conceptual learning and similar problem-solving abilities than traditionally taught students. However, not previously reported are the following two findings: First, although students with more background knowledge benefit most from either type of instruction, PI students with less background knowledge gain as much as students with more background knowledge in traditional instruction. Second, PI methodology is found to decrease student attrition in introductory physics courses at both four-year and two-year institutions. (c) 2008 American Association of Physics Teachers.