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ERIC Number: EJ1179205
Record Type: Journal
Publication Date: 2017-Dec
Pages: 38
Abstractor: As Provided
ISSN: EISSN-1609-4913
Peer Instruction: An Evaluation of Its Theory, Application, and Contribution
Gok, Tolga; Gok, Ozge
Asia-Pacific Forum on Science Learning and Teaching, v18 n2 Article 9 Dec 2017
Many qualitative and quantitative studies performed on peer instruction based on interactive engagement method used in many different disciplines and courses were reviewed in the present study. The researchers examined the effects of peer instruction on students' cognitive skills (conceptual learning, problem solving, reasoning ability, etc.) and affective skills (attitude, confidence, motivation perception, satisfaction, etc.). The qualitative document analysis was used in the present study. Therefore the studies, published in the books, dissertations, journals, proceedings, etc.) performed on peer instruction with the help of several search engines (Web of Science, Google Scholars databases, etc.) based on certain keys (peer discussion, peer instruction, peer interaction, etc.) were evaluated between 1997 and 2017. Besides, the theoretical framework, the advantages and disadvantages and the applications of peer instruction in many different disciplines were presented in detail. In the most of qualitative and quantitative studies; cognitive and affective skills, conceptual learning, problem solving performance, perception, confidence, and beliefs of different student groups instructed with peer instruction was reported to be higher than those of different student groups instructed with traditional teaching methods. Some suggestions were also presented in the light of reviewed studies for future research at the end of the current study.
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Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A