![]() Peer-Led Case Study Methodology in the Learning of Statistics. Social Sciences & Humanities Open 2022, 6 A conceptual framework to understand learning through formative assessments with student response systems: The role of prompts and diagnostic cues. François Molin, Anique de Bruin, Carla Haelermans.Journal of Research in Turkic Languages 2022, 4 The Effect of the Discussion Part of the Peer Instruction on the Students' Learning Levels of Turkish Languages (Kazakhstan Sample). Journal of Microbiology & Biology Education 2022, 23 Revisiting Clickers: In-Class Questions Followed by At-Home Reflections Are Associated with Higher Student Performance on Related Exam Questions. The LEEDAR Program: Learning Enhanced through Experimental Design and Analysis with Rutgers. ConfChem Conference on Flipped Classroom: Just-in-Time Teaching in Chemistry Courses with Moodle. Designing an Active Learning Physical Chemistry Course Using Best Practices. Exploring Peer Instruction: Should Cohort Clicker Responses Appear During or After Polling?. Clickers versus Plickers: Comparing Two Audience Response Systems in a Smartphone-Free Teaching Environment. Re-flipping in the Remote Classroom: The Surprising Uptake of Video-Recorded Worked Examples. Teach What You Know Day: An Assignment to Bring Peer Learning into Upper Division Chemistry Courses. The Compute-to-Learn Pedagogy and Its Implementation in the Chemistry Curriculum. Adaptation of Physical Chemistry Course in COVID-19 Period: Reflections on Peer Instruction and Team-Based Learning. Ismael dos Santos Belmonte, Amanda Vieira Borges, Irene Teresinha Santos Garcia.This article is cited by 33 publications. A statistically significant number of students who initially had correct answers and did not change had a higher value code assigned to their explanations after group discussion. However, display of intermediate results substantially impacts student confidence. After group discussion, the majority of students select the consensus answer, whether it is right or wrong, and whether they see intermediate results. For Cohort A, initial results of the entire class are shown to the entire class before group discussion, whereas for Cohort B, they are not. ![]() The written explanations have been coded based on the depth and accuracy of the concepts applied. In addition to selecting multiple-choice answers, students are asked to write a short explanation of their choice and rate their confidence in their answer. ![]() It seeks to understand the changes in student thinking that result from group discussion. This study analyzes student responses during a modified form of peer instruction in two chemical thermodynamics classes. A key element is the group discussion that occurs among students between their initial and final answers. Peer instruction is an active-learning pedagogy in which students answer short, conceptually based questions that are interspersed during instruction.
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