Using technology to enhance the implementation of peer discussion in science education

The purpose of this action research project was to determine the impact of combining peer discussion with delivering formative assessments using a Classroom Response System (CRS) within physics education. The study was conducted with two sections of physics. Students in both sections of physics initially responded to conceptual questions independently and then responded following peer discussion. One section was provided option-based grouping for peer discussions while the students in the other section were grouped based on their initial responses, called evidence-based grouping. Using CRS formative assessment data to facilitate the instantaneous grouping of students with different responses facilitated the evidence-based grouping. Results revealed that evidence-based groupings enhanced the effectiveness of peer discussion, as noted by improved conceptual understanding and increased student motivation for seeking answers. However, the positive, moderate correlation between pre-assessment scores and post-assessment scores for both treatment groups showed the benefit of using technology to support peer discussion in enhancing learning.

本行动研究项目的目的是确定在物理教育中，将同伴讨论与使用课堂应答系统（CRS）进行形成性评估相结合所产生的影响。该研究在两个物理班级中进行。两个物理班的学生最初独立回答概念性问题，然后在同伴讨论后再次作答。其中一个班级在进行同伴讨论时采用基于选项的分组方式，而另一个班级的学生则根据他们最初的回答进行分组，称为基于证据的分组。利用CRS形成性评估数据来促进对不同回答的学生进行即时分组，从而实现了基于证据的分组。结果显示，基于证据的分组提高了同伴讨论的有效性，这体现在概念理解的提高以及学生寻求答案的积极性增强上。然而，两个处理组的预评估分数和后评估分数之间呈现出的正相关且中等程度的相关性表明，利用技术支持同伴讨论对促进学习是有益的。