[LON-CAPA-cvs] cvs: modules /gerd/roleclicker description.tex

mvogt lon-capa-cvs@mail.lon-capa.org
Tue, 17 May 2005 19:31:17 -0000

mvogt		Tue May 17 15:31:17 2005 EDT

  Modified files:              
    /modules/gerd/roleclicker	description.tex 
Index: modules/gerd/roleclicker/description.tex
diff -u modules/gerd/roleclicker/description.tex:1.47 modules/gerd/roleclicker/description.tex:1.48
--- modules/gerd/roleclicker/description.tex:1.47	Tue May 17 14:57:00 2005
+++ modules/gerd/roleclicker/description.tex	Tue May 17 15:31:13 2005
@@ -43,6 +43,19 @@
 and through course-wide pre-/post-test scores on concept inventories, where the gain is consistently higher in courses using 
 peer-instruction techniques.
+Peer-instruction is a promising method for affecting fundamental, systemic
+improvement in
+science education \cite{mref21,mref22,mref23}.
+It demands that students think critically about the material and participate actively in the learning
+process; in addition, it uncovers student misunderstandings in real time so that they can be identified and
+corrected at once. peer-instruction is also particularly efficient because it helps those who
+get the answer right as well
+as those who get it wrong. Students answering correctly improve their own understanding by explaining
+CTs to others (consistent with research that shows high-ability students benefit from collaboration
+\cite{mref25,mref26}), and students answering incorrectly benefit from individualized explanations and the opportunity
+to ask follow-up questions of their classmates.
 However, to our knowledge, formal research data on the discussion process itself is missing:
 while most instructors employing peer-instruction would walk around the classroom during discussion periods and eavesdrop on
 learners, we are not aware of a systematic study of these discussions. Are they as effective as they could be? 
@@ -334,18 +347,6 @@
 \caption{Pre- and post-scores on the Force Concept Inventory of three courses at Harvard.\label{prepostfci}}
-Dougherty et al. \cite{mref19} carried out a controlled study on educational effectiveness of three
-pedagogical strategies in different sections of an introductory college-level chemistry course: standard
-lecture format, unstructured cooperative interaction, and formal collaborative exercises. The authors
-found that the unstructured cooperative environment is significantly more effective than the control, and
-the formal structured environment is significantly more effective than the unstructured. Kovac~\cite{mref20}
-conducted a similar study in a general chemistry course, employing many of the features we use in our
-physics courses at Harvard, such as teaching using ConcepTests, and cooperative learning workshops/tutorials.
-Results from this study, as with Dougherty above indicate that active learning methods appear to produce
-a better learning environment, leading to an increase in student satisfaction and better academic
 Peer-instruction is a promising method for affecting fundamental, systemic
 improvement in
 science education \cite{mref21,mref22,mref23}.