Are In-Class Peer Leaders Effective in the Peer-Led Team-Learning Approach?

Autor/inn/en	Schray, Keith; Russo, M. Jean; Egolf, Roger; Lademan, William; Gelormo, David
Titel	Are In-Class Peer Leaders Effective in the Peer-Led Team-Learning Approach?
Quelle	In: Journal of College Science Teaching, 38 (2009) 4, S.62-67 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Cooperative Learning; Organic Chemistry; Science Education; Higher Education; Evaluation; College Students; Academic Achievement; Grade Point Average; Surveys; Workshops; Science Instruction; Pennsylvania + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Organische Chemie; Naturwissenschaftliche Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Evaluierung; Collegestudent; Schulleistung; Survey; Umfrage; Befragung; Lernwerkstatt; Schulung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Peer-led team learning (PLTL) has been widely adopted for enhanced learning in a variety of disciplines, mostly in introductory chemistry, but also in organic chemistry, as in this study (Tien, Roth, and Kampmeier 2002). This pedagogical approach forms student groups led by students who have previously done well in the course (standard peer leaders). This study shows that in-class peer leaders (students currently taking the class) can perform group leadership as effectively as standard peer leaders, enabling easier implementation of this pedagogy. (Contains 4 tables and 1 figure.) (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10