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Michelle K. Smith, William B. Wood, Wendy K. Adams, Carl E. Wieman, Jennifer K. Knight, N. Guild, and T. T. Su
When students answer an in-class conceptual question individually using clickers, discuss it with their neighbors, and then revote on the same question, the percentage of correct answers typically increases. This outcome could result from gains in understanding during discussion, or simply from peer influence of knowledgeable students on their neighbors. To distinguish between these alternatives in an undergraduate genetics course, we followed the above exercise with a second, similar (isomorphic) question on the same concept that students answered individually. Our results indicate that peer discussion enhances understanding, even when none of the students in a discussion group originally knows the correct answer.
Science: Volume 323, Issue 5910, Pages 122-124
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<a href="https://www.compadre.org/portal/items/detail.cfm?ID=12190">Smith, M, W. Wood, W. Adams, C. Wieman, J. Knight, N. Guild, and T. Su. "Why Peer Discussion Improves Student Performance on In-Class Concept Questions." Science. 323, no. 5910, (January 1, 2009): 122-124 .</a>
AIP Format
M. Smith, W. Wood, W. Adams, C. Wieman, J. Knight, N. Guild, and T. Su, , Science 323 (5910), 122 (2009), WWW Document, (https://doi.org/10.1126/science.1165919).
AJP/PRST-PER
M. Smith, W. Wood, W. Adams, C. Wieman, J. Knight, N. Guild, and T. Su, Why Peer Discussion Improves Student Performance on In-Class Concept Questions, Science 323 (5910), 122 (2009), <https://doi.org/10.1126/science.1165919>.
APA Format
Smith, M., Wood, W., Adams, W., Wieman, C., Knight, J., Guild, N., & Su, T. (2009, January 1). Why Peer Discussion Improves Student Performance on In-Class Concept Questions. Science, 323(5910), 122-124 . Retrieved October 7, 2024, from https://doi.org/10.1126/science.1165919
Chicago Format
Smith, M, W. Wood, W. Adams, C. Wieman, J. Knight, N. Guild, and T. Su. "Why Peer Discussion Improves Student Performance on In-Class Concept Questions." Science. 323, no. 5910, (January 1, 2009): 122-124 , https://doi.org/10.1126/science.1165919 (accessed 7 October 2024).
MLA Format
Smith, Michelle, William Wood, Wendy Adams, Carl Wieman, Jennifer Knight, N. Guild, and T. T. Su. "Why Peer Discussion Improves Student Performance on In-Class Concept Questions." Science 323.5910 (2009): 122-124 . 7 Oct. 2024 <https://doi.org/10.1126/science.1165919>.
BibTeX Export Format
@article{
Author = "Michelle Smith and William Wood and Wendy Adams and Carl Wieman and Jennifer Knight and N. Guild and T. T. Su",
Title = {Why Peer Discussion Improves Student Performance on In-Class Concept Questions},
Journal = {Science},
Volume = {323},
Number = {5910},
Pages = {122-124 },
Month = {January},
Year = {2009}
}
Refer Export Format
%A Michelle Smith %A William Wood %A Wendy Adams %A Carl Wieman %A Jennifer Knight %A N. Guild %A T. T. Su %T Why Peer Discussion Improves Student Performance on In-Class Concept Questions %J Science %V 323 %N 5910 %D January 1, 2009 %P 122-124 %U https://doi.org/10.1126/science.1165919 %O application/pdf
EndNote Export Format
%0 Journal Article %A Smith, Michelle %A Wood, William %A Adams, Wendy %A Wieman, Carl %A Knight, Jennifer %A Guild, N. %A Su, T. T. %D January 1, 2009 %T Why Peer Discussion Improves Student Performance on In-Class Concept Questions %J Science %V 323 %N 5910 %P 122-124 %8 January 1, 2009 %U https://doi.org/10.1126/science.1165919 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.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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