Peer instruction: From Harvard to the two-year college.

Autor/inn/en	Lasry, N.; Mazur, E.; Watkins, J.
Titel	Peer instruction: From Harvard to the two-year college.
Quelle	In: American journal of physics, 76 (2008) 11, S. 1066-1069 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-9505; 1943-2909
DOI	10.1119/1.2978182
Schlagwörter	Kooperatives Lernen; Peer Group Teaching; Physik; Physikunterricht; Hochschuldidaktik
Abstract	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. © 2008 American Association of Physics Teachers.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Osnabrück
Update	2009/1