Why Peer Discussion Improves Student Performance on In-Class Concept Questions Export

@article{citeulike:3854431, abstract = {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. 10.1126/science.1165919}, author = {Smith, M. K. and Wood, W. B. and Adams, W. K. and Wieman, C. and Knight, J. K. and Guild, N. and Su, T. T.}, citeulike-article-id = {3854431}, citeulike-linkout-0 = {http://dx.doi.org/10.1126/science.1165919}, citeulike-linkout-1 = {http://www.sciencemag.org/cgi/content/abstract/323/5910/122}, citeulike-linkout-2 = {http://view.ncbi.nlm.nih.gov/pubmed/19119232}, citeulike-linkout-3 = {http://www.hubmed.org/display.cgi?uids=19119232}, day = {2}, doi = {10.1126/science.1165919}, journal = {Science}, keywords = {assessment, clicker, pedagogy, peer}, month = {January}, number = {5910}, pages = {122--124}, posted-at = {2009-01-21 13:09:00}, priority = {4}, title = {Why Peer Discussion Improves Student Performance on In-Class Concept Questions}, url = {http://dx.doi.org/10.1126/science.1165919}, volume = {323}, year = {2009} }

TY - JOUR ID - citeulike:3854431 L3 - citeulike-article-id:3854431 N2 - 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. 10.1126/science.1165919 IS - 5910 JF - Science EP - 124 TI - Why Peer Discussion Improves Student Performance on In-Class Concept Questions VL - 323 SP - 122 KW - assessment KW - clicker KW - pedagogy KW - peer AU - Smith, MK AU - Wood, WB AU - Adams, WK AU - Wieman, C AU - Knight, JK AU - Guild, N AU - Su, TT PY - 2009/01/02/ UR - http://dx.doi.org/10.1126/science.1165919 ER -