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ERIC Number: EJ962578
Record Type: Journal
Publication Date: 2012-Apr
Pages: 20
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1571-0068
The Impact of Peer Instruction on College Students' Beliefs about Physics and Conceptual Understanding of Electricity and Magnetism
Gok, Tolga
International Journal of Science and Mathematics Education, v10 n2 p417-436 Apr 2012
The purpose of this study is to assess students' conceptual learning of electricity and magnetism and examine how these conceptions, beliefs about physics, and quantitative problem-solving skills would change after peer instruction (PI). The Conceptual Survey of Electricity and Magnetism (CSEM), Colorado Learning Attitudes about Science Survey (CLASS), multiple-choice test was administered as a pre- and posttest with Solomon 4 group design to students (N = 138) enrolled on freshman level physics course. The number of chapter taught to the students was 14. Problem-solving strategy steps were asked to students in the exam. The analyses of CSEM showed that the treatment group (g = 0.62) obtained significantly higher conceptual learning gain than the control group (g = 0.36). The conceptual understanding and problem-solving skills of the students on magnetism considerably enhanced when PI was conducted (37% and 20%, respectively). CLASS results for 5 subscales (conceptual understanding, applied conceptual understanding, problem solving general, problem solving confidence, and problem solving sophistication) supported the findings of CSEM.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado