Evaluating the Effectiveness of Modified Peer Instruction in Large Introductory Physics Classes
Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
<p>[Introduction]: "This report presents the results of research into the use of collaborative, multiple-choice format questionwriting activities as a supplement to standard peer instruction (PI) methods in a large introductory physics course. </p> <p> </p> <p>The standard PI method includes posing questions for student reflection and challenging students to identify gaps in their own understanding. A typical PI class session consists of brief lecture segments interposed with short quizzes consisting of conceptual questions, mostly in a multiple-choice format. In large classes, students’ responses are usually collected with the aid of a personal response system. After a first poll of quiz results, students spend a few minutes discussing their choices with two to four peers, attempting to agree on the correct answer. Students in classes that use PI show significant gains in conceptual understanding, as measured by standardized tests. Moreover, the gain in conceptual understanding that results from PI translates into better problem solving skills than for students in traditional lecture-based classes. However, PI pedagogy relies heavily on multiple-choice format questions (MCFQs). Therefore, despite the effectiveness of the PI method, the advantages and disadvantages of using MCFQs for both teaching and evaluation have been a topic of ongoing debate. Although many of the critiques of MCFQs can be surmounted, one fundamental limitation of MCFQs is hard to dismiss. Even proponents of PI acknowledge that using MCFQs means that students do not learn to formulate or articulate their own ideas, and instead select from among the provided responses. </p> <p>In response to this limitation, we developed and tested a modified form of PI that includes a supplementary activity prompting students to formulate and articulate their own ideas clearly. The new activity has students work collaboratively in small groups to write MCFQs similar to those used for PI. These activities took place both in class and online. The objective of this study was to evaluate whether the introduction of these MCFQ-writing activities enhanced students’ understanding of fundamental concepts in physics, students’ attitudes towards physics and the degree of student engagement, as compared to the standard PI pedagogy. This study was implemented in PCS120 (Physics I), a required introductory physics course for undergraduate science program students at Ryerson University in Toronto, Ontario. PI supported by a personal response system (i.e., clickers) has been used in the course since 2006 and has had a documented positive effect on students’ learning outcomes."</p>
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,051 | 0,012 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle