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Research-Based Implementation of Peer Instruction: A Literature Review
Current instructional reforms in undergraduate science, technology, engineering, and mathematics (STEM) courses have focused on enhancing adoption of evidence-based instructional practices among STEM faculty members. These practices have been empirically demonstrated to enhance student learning and...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Society for Cell Biology
2015
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4353089/ https://www.ncbi.nlm.nih.gov/pubmed/25713095 http://dx.doi.org/10.1187/cbe.14-11-0198 |
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author | Vickrey, Trisha Rosploch, Kaitlyn Rahmanian, Reihaneh Pilarz, Matthew Stains, Marilyne |
author_facet | Vickrey, Trisha Rosploch, Kaitlyn Rahmanian, Reihaneh Pilarz, Matthew Stains, Marilyne |
author_sort | Vickrey, Trisha |
collection | PubMed |
description | Current instructional reforms in undergraduate science, technology, engineering, and mathematics (STEM) courses have focused on enhancing adoption of evidence-based instructional practices among STEM faculty members. These practices have been empirically demonstrated to enhance student learning and attitudes. However, research indicates that instructors often adapt rather than adopt practices, unknowingly compromising their effectiveness. Thus, there is a need to raise awareness of the research-based implementation of these practices, develop fidelity of implementation protocols to understand adaptations being made, and ultimately characterize the true impact of reform efforts based on these practices. Peer instruction (PI) is an example of an evidence-based instructional practice that consists of asking students conceptual questions during class time and collecting their answers via clickers or response cards. Extensive research has been conducted by physics and biology education researchers to evaluate the effectiveness of this practice and to better understand the intricacies of its implementation. PI has also been investigated in other disciplines, such as chemistry and computer science. This article reviews and summarizes these various bodies of research and provides instructors and researchers with a research-based model for the effective implementation of PI. Limitations of current studies and recommendations for future empirical inquiries are also provided. |
format | Online Article Text |
id | pubmed-4353089 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2015 |
publisher | American Society for Cell Biology |
record_format | MEDLINE/PubMed |
spelling | pubmed-43530892015-04-07 Research-Based Implementation of Peer Instruction: A Literature Review Vickrey, Trisha Rosploch, Kaitlyn Rahmanian, Reihaneh Pilarz, Matthew Stains, Marilyne CBE Life Sci Educ Essays Current instructional reforms in undergraduate science, technology, engineering, and mathematics (STEM) courses have focused on enhancing adoption of evidence-based instructional practices among STEM faculty members. These practices have been empirically demonstrated to enhance student learning and attitudes. However, research indicates that instructors often adapt rather than adopt practices, unknowingly compromising their effectiveness. Thus, there is a need to raise awareness of the research-based implementation of these practices, develop fidelity of implementation protocols to understand adaptations being made, and ultimately characterize the true impact of reform efforts based on these practices. Peer instruction (PI) is an example of an evidence-based instructional practice that consists of asking students conceptual questions during class time and collecting their answers via clickers or response cards. Extensive research has been conducted by physics and biology education researchers to evaluate the effectiveness of this practice and to better understand the intricacies of its implementation. PI has also been investigated in other disciplines, such as chemistry and computer science. This article reviews and summarizes these various bodies of research and provides instructors and researchers with a research-based model for the effective implementation of PI. Limitations of current studies and recommendations for future empirical inquiries are also provided. American Society for Cell Biology 2015-03-02 /pmc/articles/PMC4353089/ /pubmed/25713095 http://dx.doi.org/10.1187/cbe.14-11-0198 Text en © 2015 T. Vickrey et al.CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society of Cell Biology. |
spellingShingle | Essays Vickrey, Trisha Rosploch, Kaitlyn Rahmanian, Reihaneh Pilarz, Matthew Stains, Marilyne Research-Based Implementation of Peer Instruction: A Literature Review |
title | Research-Based Implementation of Peer Instruction: A Literature Review |
title_full | Research-Based Implementation of Peer Instruction: A Literature Review |
title_fullStr | Research-Based Implementation of Peer Instruction: A Literature Review |
title_full_unstemmed | Research-Based Implementation of Peer Instruction: A Literature Review |
title_short | Research-Based Implementation of Peer Instruction: A Literature Review |
title_sort | research-based implementation of peer instruction: a literature review |
topic | Essays |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4353089/ https://www.ncbi.nlm.nih.gov/pubmed/25713095 http://dx.doi.org/10.1187/cbe.14-11-0198 |
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