Peer Instruction in Chemistry Education: Assessment of Students' Learning Strategies, Conceptual Learning and Problem Solving

Autor/inn/en	Gok, Tolga; Gok, Ozge
Titel	Peer Instruction in Chemistry Education: Assessment of Students' Learning Strategies, Conceptual Learning and Problem Solving
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 17 (2016) 1, Artikel 9 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Peer Teaching; Chemistry; Science Instruction; Learning Strategies; Problem Solving; Concept Formation; College Science; College Students; Conventional Instruction; Achievement Tests; Student Surveys; Questionnaires; Pretests Posttests; Quasiexperimental Design; Foreign Countries; Statistical Analysis; Reliability; Turkey; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problemlösen; Concept learning; Begriffsbildung; Collegestudent; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schülerbefragung; Fragebogen; Ausland; Statistische Analyse; Reliabilität; Türkei
Abstract	The aim of this research was to investigate the effects of peer instruction on learning strategies, problem solving performance, and conceptual understanding of college students in a general chemistry course. The research was performed students enrolled in experimental and control groups of a chemistry course were selected. Students in the experimental group instructed with peer instruction, while students in the control group instructed by conventional instruction. The research data were collected with chemistry achievement test, learning strategy survey, an examination, and student evaluation questionnaire. The results revealed that the students' conceptual understanding, learning strategies, and problem solving performance in the experimental group improved significantly relative to the students in the control group. The students also changed their perspective on comprehending a concept and solving a problem and enhanced their learning strategies (cognitive/metacognitive strategies and resource management strategies) with peer instruction in the experimental group. (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