The Construction of Different Classroom Norms during Peer Instruction: Students Perceive Differences

Autor/inn/en	Turpen, Chandra; Finkelstein, Noah D.
Titel	The Construction of Different Classroom Norms during Peer Instruction: Students Perceive Differences
Quelle	In: Physical Review Special Topics - Physics Education Research, 6 (2010) 2, S.020123-1 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-9178
DOI	10.1103/PhysRevSTPER.6.020123
Schlagwörter	Student Attitudes; Classroom Techniques; Teaching Methods; Teacher Student Relationship; College Faculty; Undergraduate Students; Classroom Environment; Behavior Standards; Social Behavior; Handheld Devices; Technology Uses in Education; Introductory Courses; Physics; College Science; Science Instruction; Comparative Analysis; Peer Relationship; Cooperation; Colorado + Suchen Sie Ihr Suchwort? Schülerverhalten; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Klassenklima; Unterrichtsklima; Social behaviour; Soziales Verhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Einführungskurs; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Peer-Beziehungen; Co-operation; Kooperation
Abstract	This paper summarizes variations in instructors' implementation practices during Peer Instruction (PI) and shows how these differences in practices shape different norms of classroom interaction. We describe variations in classroom norms along three dimensions of classroom culture that are integral to Peer Instruction, emphasis on: (1) faculty-student collaboration, (2) student-student collaboration, and (3) sense-making vs answer-making. Based on interpretations by an observing researcher, we place three different PI classrooms along a continuum representing a set of possible norms. We then check these interpretations against students' perceptions of these environments from surveys collected at the end of the term. We find significant correspondence between the researchers' interpretations and students' perceptions of Peer Instruction in these environments. We find that variation in faculty practices can set up what students perceive as discernibly different norms. For interested instructors, concrete classroom practices are described that appear to encourage or discourage these norms. (Contains 8 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10