Effectiveness of Group Interaction on Conceptual Standardized Test Performance Documents
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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