Why peer discussion improves student performance on in-class concept questions

Science

Volumn 323, Issue 5910, 2009, Pages 122-124

  Smith, M K ^a   Wood, W B ^a   Adams, W K ^a   Wieman, C ^a,b   Knight, J K ^a   Guild, N ^a   Su, T T ^a  

^a UNIVERSITY OF COLORADO   (United States)

^b UNIVERSITY OF BRITISH COLUMBIA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

CURRICULUM; EDUCATION; EDUCATIONAL ATTAINMENT; GENETICS; LEARNING; STUDENT;

ACADEMIC ACHIEVEMENT; ARTICLE; COMPREHENSION; CONTROLLED STUDY; EXAMINATION; HUMAN; HUMAN EXPERIMENT; INDIVIDUALIZATION; PEER GROUP; PERFORMANCE; PRIORITY JOURNAL; SCHOOL; STUDENT;

COMPREHENSION; EDUCATIONAL MEASUREMENT; GENETICS; HUMANS; LEARNING; PEER GROUP; TEACHING;

EID: 58149233906     PISSN: 00368075     EISSN: 10959203     Source Type: Journal    
DOI: 10.1126/science.1165919     Document Type: Article

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16. M.K.S., W.K.A. and J.K.K. were supported by the University of Colorado Science Education Initiative.