Peer Instruction: An Evaluation of Its Theory, Application, and Contribution

Autor/inn/en	Gok, Tolga; Gok, Ozge
Titel	Peer Instruction: An Evaluation of Its Theory, Application, and Contribution
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 18 (2017) 2, Artikel 9 (38 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Peer Teaching; Cooperative Learning; Learning Processes; Problem Solving; Abstract Reasoning; Student Attitudes; Self Esteem; Learning Motivation; Student Satisfaction; Concept Formation; Conventional Instruction; Teaching Methods; Instructional Effectiveness; Constructivism (Learning); Student Evaluation; Feedback (Response); Educational Benefits; Educational Research; Literature Reviews + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Kooperatives Lernen; Learning process; Lernprozess; Problemlösen; Abstraktes Denken; Denken; Schülerverhalten; Self-esteem; Selbstaufmerksamkeit; Motivation for studies; Lernmotivation; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Schulnote; Studentische Bewertung; Bildungsertrag; Bildungsforschung; Pädagogische Forschung
Abstract	Many qualitative and quantitative studies performed on peer instruction based on interactive engagement method used in many different disciplines and courses were reviewed in the present study. The researchers examined the effects of peer instruction on students' cognitive skills (conceptual learning, problem solving, reasoning ability, etc.) and affective skills (attitude, confidence, motivation perception, satisfaction, etc.). The qualitative document analysis was used in the present study. Therefore the studies, published in the books, dissertations, journals, proceedings, etc.) performed on peer instruction with the help of several search engines (Web of Science, Google Scholars databases, etc.) based on certain keys (peer discussion, peer instruction, peer interaction, etc.) were evaluated between 1997 and 2017. Besides, the theoretical framework, the advantages and disadvantages and the applications of peer instruction in many different disciplines were presented in detail. In the most of qualitative and quantitative studies; cognitive and affective skills, conceptual learning, problem solving performance, perception, confidence, and beliefs of different student groups instructed with peer instruction was reported to be higher than those of different student groups instructed with traditional teaching methods. Some suggestions were also presented in the light of reviewed studies for future research at the end of the current study. (As Provided).
Anmerkungen	Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01