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Abstract Title: Switching Behavior in the Peer Instruction Classroom
Abstract: Peer instruction, a teaching strategy designed to increase student interaction, has been shown to improve student learning and retention in physics courses. In the classroom, students respond to conceptual questions, discuss with peers and then respond again. Student response patterns (or switching) provide the instructor with real-time feedback of student understanding and are used to guide the discussion during class.  But how do these switching patterns relate to other dimensions of student learning? Does switching tell us more about students' confidence than understanding? How can we better understand this behavior that is essentially steering the course? We analyze the relationship between 'switching' variables and other student metrics to better understand how the dynamics of student interaction lead to improved student learning.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Kelly Miller
Harvard University
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Cambridge, MA 02138
Phone: 8028255035
Co-Author(s)
and Co-Presenter(s)
Julie Schell, Harvard University