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Abstract Title: Faculty perspectives on using Peer Instruction: A national study
Abstract: We have previously reported on the results of a national web survey of physics faculty about their instructional practices [1].  A subset of 72 survey respondents were interviewed to better characterize how faculty interact with research-based instructional strategies (RBIS), use RBIS, and perceive their institutional contexts.  Drawing from 16 interviews with self-reported users of Peer Instruction [2], we describe what faculty mean when they identify themselves as users of Peer Instruction.  Meanings range from professors adopting the general philosophy of the instructional strategy (or what they believe to be the general philosophy) while inventing how it concretely applies in their classrooms to professors who use the instructional strategy as is, without significant modification.  We describe common modifications that are made to Peer Instruction and the associated prevalence of these modifications.

[1] C. Henderson and M. Dancy, Phys. Rev. ST Physics Ed. Research 5,020107 (2009).
[2] E. Mazur, Peer Instruction (1997).
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Chandra Turpen
Western Michigan University and University of Colorado, Boulder
4490 Ludlow Street
Boulder, CO 80305
Phone: 303.817.0250
Co-Author(s)
and Co-Presenter(s)
Charles Henderson, Western Michigan University
Melissa Dancy, Johnson C. Smith University