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Abstract Title: Effect of Peer Instruction on Student Conceptual Understanding: a Systematic Review of Literature
Abstract: Peer Instruction is an interactive pedagogical method that has shown positive effects on students' conceptual understanding of subject matter as well as problem solving skills. The purpose of the current study is to present a systematic review of the literature relating to Peer Instruction. We searched databases, journals and other relevant data sources from 1991 to 2009. Selection criteria included physics education and peer instruction. The study reports the number of studies found, the types of experiments done, and the effects of each study. The results of the review present a strong evidence base to the effectiveness of the Peer Instruction method. The study will be extended in the future to include other subject matter. This study is the first to conduct a comprehensive systematic review of the published literature of the Peer Instruction method.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Ahmed Ibrahim
McGill University
3700 McTavish, office: B116
Montreal, Non U.S. H3C 1C4
Phone: (514) 398 4969
and Co-Presenter(s)
Jason Dowd, Harvard School of Engineering and Applied Sciences
Nathaniel Lasry, John Abbott College and Harvard School of Engineering and Applied Sciences