The construction of different classroom norms during Peer Instruction: Students perceive differences
This paper summarizes variations in instructors' implementation practices during Peer Instruction (PI) and shows how these differences in practices shape different norms of classroom interaction. We describe variations in classroom norms along three dimensions of classroom culture that are integral to Peer Instruction, emphasis on: (1) faculty-student collaboration, (2) student-student collaboration, and (3) sense-making vs answer-making. Based on interpretations by an observing researcher, we place three different PI classrooms along a continuum representing a set of possible norms. We then check these interpretations against students' perceptions of these environments from surveys collected at the end of the term. We find significant correspondence between the researchers' interpretations and students' perceptions of Peer Instruction in these environments. We find that variation in faculty practices can set up what students perceive as discernibly different norms. For interested instructors, concrete classroom practices are described that appear to encourage or discourage these norms.
Physical Review Special Topics - Physics Education Research: Volume 6, Issue 2, Pages 020123
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<a href="https://www.compadre.org/portal/items/detail.cfm?ID=10742">Turpen, Chandra, and Noah Finkelstein. "The construction of different classroom norms during Peer Instruction: Students perceive differences." Phys. Rev. ST Phys. Educ. Res. 6, no. 2, (November 24, 2010): 020123.</a>
AIP Format
C. Turpen and N. Finkelstein, , Phys. Rev. ST Phys. Educ. Res. 6 (2), 020123 (2010), WWW Document, (https://doi.org/10.1103/PhysRevSTPER.6.020123).
AJP/PRST-PER
C. Turpen and N. Finkelstein, The construction of different classroom norms during Peer Instruction: Students perceive differences, Phys. Rev. ST Phys. Educ. Res. 6 (2), 020123 (2010), <https://doi.org/10.1103/PhysRevSTPER.6.020123>.
APA Format
Turpen, C., & Finkelstein, N. (2010, November 24). The construction of different classroom norms during Peer Instruction: Students perceive differences. Phys. Rev. ST Phys. Educ. Res., 6(2), 020123. Retrieved December 7, 2024, from https://doi.org/10.1103/PhysRevSTPER.6.020123
Chicago Format
Turpen, Chandra, and Noah Finkelstein. "The construction of different classroom norms during Peer Instruction: Students perceive differences." Phys. Rev. ST Phys. Educ. Res. 6, no. 2, (November 24, 2010): 020123, https://doi.org/10.1103/PhysRevSTPER.6.020123 (accessed 7 December 2024).
MLA Format
Turpen, Chandra, and Noah Finkelstein. "The construction of different classroom norms during Peer Instruction: Students perceive differences." Phys. Rev. ST Phys. Educ. Res. 6.2 (2010): 020123. 7 Dec. 2024 <https://doi.org/10.1103/PhysRevSTPER.6.020123>.
BibTeX Export Format
@article{
Author = "Chandra Turpen and Noah Finkelstein",
Title = {The construction of different classroom norms during Peer Instruction: Students perceive differences},
Journal = {Phys. Rev. ST Phys. Educ. Res.},
Volume = {6},
Number = {2},
Pages = {020123},
Month = {November},
Year = {2010}
}
Refer Export Format
%A Chandra Turpen %A Noah Finkelstein %T The construction of different classroom norms during Peer Instruction: Students perceive differences %J Phys. Rev. ST Phys. Educ. Res. %V 6 %N 2 %D November 24, 2010 %P 020123 %U https://doi.org/10.1103/PhysRevSTPER.6.020123 %O application/pdf
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%0 Journal Article %A Turpen, Chandra %A Finkelstein, Noah %D November 24, 2010 %T The construction of different classroom norms during Peer Instruction: Students perceive differences %J Phys. Rev. ST Phys. Educ. Res. %V 6 %N 2 %P 020123 %8 November 24, 2010 %U https://doi.org/10.1103/PhysRevSTPER.6.020123 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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