Comparing the effectiveness of peer instruction to individual learning during a chromatography course.
Peer instruction has been recognized as an instructional method having a positive impact on learning compared to traditional lectures in science. This method has been widely supported by the socio-constructivist approach to learning giving a positive role to interaction between peers in the construc...
| Publicado en: | Journal of Computer Assisted Learning Vol. 31; no. 6; pp. 722 - 734 |
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| Autores principales: | , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=111357718&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 111357718 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2015 vid: 31 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 111357718 111357718 111357718 10.1111/jcal.12116 111357718 ppf: 722 ppct: 12 formats: tig: atl: Comparing the effectiveness of peer instruction to individual learning during a chromatography course. aug: au: Morice, J. Michinov, N. Delaval, M. Sideridou, A. Ferrières, V. affil: Ecole Nationale Supérieure de Chimie de Rennes, France sug: subj: Chromatography Peer Group Teaching Methods Human Pretest-Posttest Design Male Female Young Adult Videorecording Descriptive Statistics Data Analysis Software Questionnaires Analysis of Covariance Summated Rating Scaling T-Tests Molecular Structure Funding Source Male Female ab: Peer instruction has been recognized as an instructional method having a positive impact on learning compared to traditional lectures in science. This method has been widely supported by the socio-constructivist approach to learning giving a positive role to interaction between peers in the construction of knowledge. As far as we know, no study has been conducted from the socio-cognitive approach which suggests that individuals working alone perform better than those interacting with others in groups. Thus, the aim of the present study was to examine whether peer instruction improves learning when compared with an individual learning method that does not require any interaction with peers. After being randomly divided into either a peer instruction or an individual learning condition in a chromatography course, students had to answer to a series of multiple-choice questions using clickers at the beginning (pre-test) and end of (post-test) the session. Results revealed that the percentage of correct answers increased similarly from the pre- to the post-test in both conditions. Nevertheless, students perceived the peer instruction method as being more satisfying, engaging and useful than the individual learning method. The findings revealed that peer instruction provides subjective benefits, but failed to demonstrate a greater learning gain. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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