How the Initial Thinking Period Affects Student Argumentation during Peer Instruction: Students' Experiences versus Observations

Autor/inn/en	Nielsen, Kjetil L.; Hansen, Gabrielle; Stav, John B.
Titel	How the Initial Thinking Period Affects Student Argumentation during Peer Instruction: Students' Experiences versus Observations
Quelle	In: Studies in Higher Education, 41 (2016) 1, S.124-138 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2014.915300
Schlagwörter	Foreign Countries; Peer Teaching; Interviews; Persuasive Discourse; Student Surveys; Student Participation; Audience Response Systems; Multiple Choice Tests; High School Students; Physics; Science Instruction; Statistical Analysis; Statistical Significance; Video Technology; Norway + Suchen Sie Ihr Suchwort? Ausland; Peer group teaching; Peer Group Teaching; Interviewing; Interviewtechnik; Persuasion; Persuasive Kommunikation; Schülerbefragung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Statistische Analyse; Norwegen
Abstract	The authors have compared students discussing multiple-choice quizzes during peer instruction with and without the initial thinking period before discussion. Video clips of students engaged in peer discussion in groups of three of varying group combinations, a total of 140 different students in all, were compared to students' own experiences extracted from group interviews (16 students in groups of four and a total of seven interviews) and survey results (109 responses). The initial thinking period was found to increase argumentation time during discussion, consistent with students' own experiences. However, while students felt that the initial thinking period increased participation and contribution of ideas among all group members, the authors only found significantly improved discussion for two out of three group members, those already most active. The research did not find any statistically significant difference for the least active students with or without the inclusion of the initial thinking period. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01