Peer instruction: Results from a range of classrooms

Physics Teacher

Volumn 40, Issue 4, 2002, Pages 206-209

  Fagen, Adam P ^a   Crouch, Catherine H ^a   Mazur, Eric ^b  

^a HARVARD UNIVERSITY   (United States)

^b HARVARD UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85006337948     PISSN: 0031921X     EISSN: 19434928     Source Type: Journal    
DOI: 10.1119/1.1474140     Document Type: Article

References (22)

1. Eric Mazur, Peer Instruction: A User's Manual (Prentice Hall, Upper Saddle River, NJ, 1997).
2. Catherine Crouch, "Peer Instruction: An interactive approach for large classes," Optics and Photonics News 9 (9), 37-41 (1998);
3. Catherine H. Crouch and Eric Mazur, "Peer Instruction: Ten years of experience and results," Am. J. Phys. 69, 970-977 (Sept. 2001).
4. Sheila Tobias, Revitalizing Undergraduate Science:Why Some Things Work and Most Don't (Research Corporation, Tucson, AZ, 1992);
5. Clark R. Landis et al. Chemistry ConcepTests: A Pathway to Interactive Classrooms (Prentice Hall, Upper Saddle River, NJ, 2001);
6. David E. Meltzer and Kandiah Manivannan, "Promoting interactivity in physics lecture courses," Phys. Teach. 34 (2), 72-76 (Feb. 1996);
7. David E. Meltzer and Kandiah Manivannan, "Transforming the lecture-hall environment: The fully interactive physics lecture," preprint;
8. Antti Savinainen and Philip Scott, "Using the Force Concept Inventory to monitor student learning and to plan teaching," Phys. Educ. 37 (1), 53-58 (Jan. 2002);
9. Jeffrey Kovac, "Student active learning methods in general chemistry," J. Chem. Educ. 76 (1), 120-124 (1999);
10. Sumangala P. Rao and Stephen E. DiCarlo, "Peer Instruction improves performance on quizzes," Adv. Physiol. Educ. 24 (1), 51-55 (2000).
11. Adam P. Fagen, Tun-Kai Yang, Catherine H. Crouch, and Eric Mazur, "Factors That Make Peer Instruction Work: A 700-User Survey," presented at AAPT Winter Meeting, Kissimmee, FL, 2000.
12. The "Peer Instruction Implementation Survey" is available on the web at http://galileo.harvard.edu/PIsurvey.html.
13. Eighty-two percent of instructors responding to the survey teach physics, 4% chemistry, 4% life sciences, 3% engineering, 2% astronomy, 2% mathematics, and 3% other.
14. Ibrahim Abou Halloun and David Hestenes, "The initial knowledge state of college physics students," Am. J. Phys. 53, 1043-1055 (Nov. 1985).
15. Richard R. Hake, "Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses," Am. J. Phys. 66, 64-74 (Jan. 1998).
16. While the survey was designed to encourage instructors to provide feedback regardless of the effectiveness of their experience, we have no independent accounting of PI users to know whether satisfied users responded at the same rate as dissatisfied users. We encouraged instructors to report their experiences, positive and negative, and especially encouraged those with disappointing experiences to respond.
17. Project Galileo, http://galileo.harvard.edu/, contains an extensive database of ConcepTests in introductory physics and links to sites with chemistry ConcepTests (http://www.chem.wisc.edu/~concept/and http://www.unet.brandeis.edu/~herzfeld/conceptests.html)
18. astronomy ConcepTests (http://hea-www.harvard.edu/~pgreen/educ/ConcepTests.html).
19. Such comparative data are reported in Linda R. Jones, Andrew G. Miller, and J. Fred Watts, "Conceptual teaching and quantitative problem solving: Friends or foes?" J. Coop. Collabor. Coll. Teach., in press.
20. Gregor M. Novak, Evelyn T. Patterson, Andrew D. Gavrin, and Wolfgang Christian, Just-in-Time Teaching: Blending Active Learning with Web Technology (Prentice Hall, Upper Saddle River, NJ, 1999).
21. Sheila Tobias and Jacqueline Raphael, The Hidden Curriculum: Faculty-Made Tests for Science. Part I: Lower Division Courses (Plenum Press, New York, 1997);
22. Sheila Tobias, "In-class Examinations in College-level Science: What do your tests tell your students about themselves and about your subject?" presented at Teaching Introductory Physics, Conservation Laws First: An NSF Faculty Enhancement Conference, Harvard University, Cambridge, MA, 1998; http://galileo.harvard.edu/conference/tobias_abs.html.