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Astronomy Education Review
written by Mark C. James, Federica Barbieri, and Paula Garcia
Electronic classroom response systems (CRSs) have been in use in large college lectures for over three decades. Such systems are designed to provide instructors and students with immediate statistical analyses of student electronic responses to multiple-choice questions posed to the class by the instructor. The technique known as peer instruction uses a CRS to tabulate student responses after students have had an opportunity to discuss ideas with seat partners. In this study, we investigate recorded peer CRS conversations collected in two introductory astronomy courses over two semesters. Findings suggest that when instructors adopt a high-stakes grading incentive that assigns little credit for incorrect CRS responses rather than providing forums for the spontaneous exploration of nascent ideas, conversations tend to become dominated by a single partner as students attempt to earn maximum credit for a correct answer. We also present a comparison of two methods for studying conversation bias in peer instruction discourse that could be valuable to other researchers interested in studying peer discourse.
Astronomy Education Review: Volume 7, Issue 1, Pages 37-43
Subjects ADS Supplements Resource Types
Education - Applied Research
- Active Learning
= Peer Instruction
- Technology
= Audience Response
Education - Basic Research
- Assessment
- Behavior
= Social Interaction
- Communication
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Professional/Practitioners
- Educators
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© 2008 Mark C. James. Copyright assigned to the Association of Universities for Research in Astronomy, Inc.
DOI:
10.3847/AER2008004
PACSs:
01.40.G-
01.40.-d
01.40.Fk
01.40.gb
Keywords:
Classroom Response Systems, Discourse, Peer Instruction
Record Creator:
Metadata instance created March 20, 2011 by Lyle Barbato
Record Updated:
January 20, 2012 by Vince Kuo
Last Update
when Cataloged:
July 7, 2008
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
M. James, F. Barbieri, and P. Garcia, Astron. Educ. Rev. 7 (1), 37 (2008), WWW Document, (http://dx.doi.org/10.3847/AER2008004).
AJP/PRST-PER
M. James, F. Barbieri, and P. Garcia, What Are They Talking About? Lessons Learned from a Study of Peer Instruction, Astron. Educ. Rev. 7 (1), 37 (2008), <http://dx.doi.org/10.3847/AER2008004>.
APA Format
James, M., Barbieri, F., & Garcia, P. (2008, July 7). What Are They Talking About? Lessons Learned from a Study of Peer Instruction. Astron. Educ. Rev., 7(1), 37-43. Retrieved October 25, 2014, from http://dx.doi.org/10.3847/AER2008004
Chicago Format
James, M, F. Barbieri, and P. Garcia. "What Are They Talking About? Lessons Learned from a Study of Peer Instruction." Astron. Educ. Rev. 7, no. 1, (July 7, 2008): 37-43, http://dx.doi.org/10.3847/AER2008004 (accessed 25 October 2014).
MLA Format
James, Mark, Federica Barbieri, and Paula Garcia. "What Are They Talking About? Lessons Learned from a Study of Peer Instruction." Astron. Educ. Rev. 7.1 (2008): 37-43. 25 Oct. 2014 <http://dx.doi.org/10.3847/AER2008004>.
BibTeX Export Format
@article{ Author = "Mark James and Federica Barbieri and Paula Garcia", Title = {What Are They Talking About? Lessons Learned from a Study of Peer Instruction}, Journal = {Astron. Educ. Rev.}, Volume = {7}, Number = {1}, Pages = {37-43}, Month = {July}, Year = {2008} }
Refer Export Format

%A Mark James
%A Federica Barbieri
%A Paula Garcia
%T What Are They Talking About? Lessons Learned from a Study of Peer Instruction
%J Astron. Educ. Rev.
%V 7
%N 1
%D July 7, 2008
%P 37-43
%U http://dx.doi.org/10.3847/AER2008004
%O application/pdf

EndNote Export Format

%0 Journal Article
%A James, Mark
%A Barbieri, Federica
%A Garcia, Paula
%D July 7, 2008
%T What Are They Talking About? Lessons Learned from a Study of Peer Instruction
%J Astron. Educ. Rev.
%V 7
%N 1
%P 37-43
%8 July 7, 2008
%U http://dx.doi.org/10.3847/AER2008004


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