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Physical Review Special Topics - Physics Education Research
written by Chandra Turpen and Noah D. Finkelstein
This paper summarizes variations in instructors' implementation practices during Peer Instruction (PI) and shows how these differences in practices shape different norms of classroom interaction. We describe variations in classroom norms along three dimensions of classroom culture that are integral to Peer Instruction, emphasis on: (1) faculty-student collaboration, (2) student-student collaboration, and (3) sense-making vs answer-making. Based on interpretations by an observing researcher, we place three different PI classrooms along a continuum representing a set of possible norms. We then check these interpretations against students' perceptions of these environments from surveys collected at the end of the term. We find significant correspondence between the researchers' interpretations and students' perceptions of Peer Instruction in these environments. We find that variation in faculty practices can set up what students perceive as discernibly different norms. For interested instructors, concrete classroom practices are described that appear to encourage or discourage these norms.
Subjects ADS Supplements Resource Types
Education - Applied Research
- Active Learning
= Peer Instruction
- Classroom Management
- Learning Environment
Education - Basic Research
- Student Characteristics
= Affect
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
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application/pdf
text/html
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevSTPER.6.020123
NSF Numbers:
0410744
0448176
0717768
PACSs:
01.40.Fk
01.40.Di
01.40.Ha
Record Creator:
Metadata instance created February 27, 2011 by Lyle Barbato
Record Updated:
May 21, 2012 by Vince Kuo
Last Update
when Cataloged:
November 24, 2010
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
C. Turpen and N. Finkelstein, Phys. Rev. ST Phys. Educ. Res. 6 (2), 020123 (2010), WWW Document, (http://dx.doi.org/10.1103/PhysRevSTPER.6.020123).
AJP/PRST-PER
C. Turpen and N. Finkelstein, The construction of different classroom norms during Peer Instruction: Students perceive differences, Phys. Rev. ST Phys. Educ. Res. 6 (2), 020123 (2010), <http://dx.doi.org/10.1103/PhysRevSTPER.6.020123>.
APA Format
Turpen, C., & Finkelstein, N. (2010, November 24). The construction of different classroom norms during Peer Instruction: Students perceive differences. Phys. Rev. ST Phys. Educ. Res., 6(2), 020123. Retrieved October 25, 2014, from http://dx.doi.org/10.1103/PhysRevSTPER.6.020123
Chicago Format
Turpen, Chandra, and Noah Finkelstein. "The construction of different classroom norms during Peer Instruction: Students perceive differences." Phys. Rev. ST Phys. Educ. Res. 6, no. 2, (November 24, 2010): 020123, http://dx.doi.org/10.1103/PhysRevSTPER.6.020123 (accessed 25 October 2014).
MLA Format
Turpen, Chandra, and Noah Finkelstein. "The construction of different classroom norms during Peer Instruction: Students perceive differences." Phys. Rev. ST Phys. Educ. Res. 6.2 (2010): 020123. 25 Oct. 2014 <http://dx.doi.org/10.1103/PhysRevSTPER.6.020123>.
BibTeX Export Format
@article{ Author = "Chandra Turpen and Noah Finkelstein", Title = {The construction of different classroom norms during Peer Instruction: Students perceive differences}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {6}, Number = {2}, Pages = {020123}, Month = {November}, Year = {2010} }
Refer Export Format

%A Chandra Turpen
%A Noah Finkelstein
%T The construction of different classroom norms during Peer Instruction: Students perceive differences
%J Phys. Rev. ST Phys. Educ. Res.
%V 6
%N 2
%D November 24, 2010
%P 020123
%U http://dx.doi.org/10.1103/PhysRevSTPER.6.020123
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Turpen, Chandra
%A Finkelstein, Noah
%D November 24, 2010
%T The construction of different classroom norms during Peer Instruction: Students perceive differences
%J Phys. Rev. ST Phys. Educ. Res.
%V 6
%N 2
%P 020123
%8 November 24, 2010
%U http://dx.doi.org/10.1103/PhysRevSTPER.6.020123


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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