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Canadian Journal of Physics
written by Calvin S. Kalman, Marina Milner-Bolotin, and Tetyana Antimirova
We report on an experiment comparing examinations of concepts using slightly modified peer instruction (MPI) interventions with a conceptual conflict strategy based on collaborative groups (CG). Four interventions were utilized in two sections of an introductory physics course for science students. Both instructors and strategies were alternated in the two classes so that instructor dependence could be factored out and so that each class could serve as both an experimental and a control group. The gain on the Force Concept Inventory (FCI) used as a pre- and post-test is essentially the same in both classes. The instructors were experienced in use of MPI, but this was the first time that these instructors had used a collaborative group activity in their classes and only used it for the two interventions in each class described in this paper.

CG appears to be more effective as a teaching method than PI. It also should be noted that the effectiveness of both teaching methods seems to be instructor independent as long as the instructors followed the same protocol.
Canadian Journal of Physics: Volume 88, Issue 5, Pages 325-332
Subjects ADS Supplements Resource Types
Education - Applied Research
- Active Learning
= Cooperative Learning
= Peer Instruction
Education - Basic Research
- Assessment
- Reference Material
= Research study
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© 2010 NRC Research Press
DOI:
10.1139/P10-024
PACSs:
01.40Fk
01.40.gb
01.40.–d
Record Creator:
Metadata instance created June 18, 2012 by Zachary Davis
Record Updated:
February 26, 2013 by Lyle Barbato
Last Update
when Cataloged:
May 12, 2010
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Record Link
AIP Format
C. Kalman, M. Milner-Bolotin, and T. Antimirova, Can. J. Phys. 88 (5), 325 (2010), WWW Document, (http://dx.doi.org/10.1139/P10-024).
AJP/PRST-PER
C. Kalman, M. Milner-Bolotin, and T. Antimirova, Comparison of the Effectiveness of Collaborative Groups and Peer Instruction in a Large Introductory Physics Course for Science Majors Can. J. Phys. 88 (5), 325 (2010), <http://dx.doi.org/10.1139/P10-024>.
APA Format
Kalman, C., Milner-Bolotin, M., & Antimirova, T. (2010, May 12). Comparison of the Effectiveness of Collaborative Groups and Peer Instruction in a Large Introductory Physics Course for Science Majors. Can. J. Phys., 88(5), 325-332. Retrieved April 19, 2014, from http://dx.doi.org/10.1139/P10-024
Chicago Format
Kalman, C, M. Milner-Bolotin, and T. Antimirova. "Comparison of the Effectiveness of Collaborative Groups and Peer Instruction in a Large Introductory Physics Course for Science Majors." Can. J. Phys. 88, no. 5, (May 12, 2010): 325-332, http://dx.doi.org/10.1139/P10-024 (accessed 19 April 2014).
MLA Format
Kalman, Calvin, Marina Milner-Bolotin, and Tetyana Antimirova. "Comparison of the Effectiveness of Collaborative Groups and Peer Instruction in a Large Introductory Physics Course for Science Majors." Can. J. Phys. 88.5 (2010): 325-332. 19 Apr. 2014 <http://dx.doi.org/10.1139/P10-024>.
BibTeX Export Format
@article{ Author = "Calvin Kalman and Marina Milner-Bolotin and Tetyana Antimirova", Title = {Comparison of the Effectiveness of Collaborative Groups and Peer Instruction in a Large Introductory Physics Course for Science Majors}, Journal = {Can. J. Phys.}, Volume = {88}, Number = {5}, Pages = {325-332}, Month = {May}, Year = {2010} }
Refer Export Format

%A Calvin Kalman
%A Marina Milner-Bolotin
%A Tetyana Antimirova
%T Comparison of the Effectiveness of Collaborative Groups and Peer Instruction in a Large Introductory Physics Course for Science Majors
%J Can. J. Phys.
%V 88
%N 5
%D May 12, 2010
%P 325-332
%U http://dx.doi.org/10.1139/P10-024
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Kalman, Calvin
%A Milner-Bolotin, Marina
%A Antimirova, Tetyana
%D May 12, 2010
%T Comparison of the Effectiveness of Collaborative Groups and Peer Instruction in a Large Introductory Physics Course for Science Majors
%J Can. J. Phys.
%V 88
%N 5
%P 325-332
%8 May 12, 2010
%U http://dx.doi.org/10.1139/P10-024


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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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