Impact of peer interaction on conceptual test performance

Chandralekha Singh

84 citations0/0 files storedAmerican Journal of Physics

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Science Education and Pedagogy Innovative Teaching and Learning Methods Innovative Teaching Methods

Abstract

We analyze the effectiveness of working in pairs on the Conceptual Survey of Electricity and Magnetism test in a calculus-based introductory physics course. Students who collaborated with a peer showed significantly larger normalized gain on individual testing than those who did not collaborate. We did not find statistically significant differences between the performance of students who were given an opportunity to formulate their own response before the peer discussions, compared to those who were not. Peer collaboration also shows evidence for the co-construction of knowledge. Discussions with individual students show that students themselves value peer interaction. We discuss the effect of pairing students with different individual achievements.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 84 citations exist upstream.

References

1978Mind in Society: The Development of Higher Psychological Processes 1988Cognitive Load During Problem Solving: Effects on Learning 1998Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses 1956Rational choice and the structure of the environment.2001Peer Instruction: Ten years of experience and results 1999What do you mean by collaborative learning?1992Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups 1992Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving

Cited by

2011The Influence of Group Discussion on Students’ Responses and Confidence during Peer Instruction 2012Improving students’ understanding of quantum measurement. II. Development of research-based learning tools 2017Do evidence-based active-engagement courses reduce the gender gap in introductory physics?

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.