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ERIC Number: EJ1113245
Record Type: Journal
Publication Date: 2016-Jun
Pages: 21
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: EISSN-1609-4913
Peer Instruction in Chemistry Education: Assessment of Students' Learning Strategies, Conceptual Learning and Problem Solving
Gok, Tolga; Gok, Ozge
Asia-Pacific Forum on Science Learning and Teaching, v17 n1 Article 9 Jun 2016
The aim of this research was to investigate the effects of peer instruction on learning strategies, problem solving performance, and conceptual understanding of college students in a general chemistry course. The research was performed students enrolled in experimental and control groups of a chemistry course were selected. Students in the experimental group instructed with peer instruction, while students in the control group instructed by conventional instruction. The research data were collected with chemistry achievement test, learning strategy survey, an examination, and student evaluation questionnaire. The results revealed that the students' conceptual understanding, learning strategies, and problem solving performance in the experimental group improved significantly relative to the students in the control group. The students also changed their perspective on comprehending a concept and solving a problem and enhanced their learning strategies (cognitive/metacognitive strategies and resource management strategies) with peer instruction in the experimental group.
Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire