written by Chandralekha Singh

In this article, the author analyzes the effectiveness of working in pairs on the Conceptual Survey of Electricity and Magnetism test in a calculus-based introductory physics course. Students who collaborated with a peer showed significantly larger normalized gain on individual testing after the group work than those who did not collaborate. Peer collaboration also shows evidence for co-construction. We discuss the effect of pairing students with different individual achievements.

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Published August 7, 2002
Last Modified May 29, 2011

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