PEER INSTRUCTION: TURNING A LECTURE INTO A SEMINAR …We have a problem 380,000 students take...
Transcript of PEER INSTRUCTION: TURNING A LECTURE INTO A SEMINAR …We have a problem 380,000 students take...
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PEER INSTRUCTION:TURNING A LECTURE INTO A SEMINAR
Catherine H. Crouch
Harvard University
Indiana University of Pennsylvania21 July 1999
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Outline
Problem
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Outline
Problem
Cause
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Outline
Problem
Cause
Remedy
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We have a problem
380,000 students take
introductory physics
each year…
AIP Report R-151.33 (1997)
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We have a problem
about 1% of these get
a bachelor’s degree
in physics
AIP Report R-151.33 (1997)
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We have a problem
Of the 4,300 students with
a bachelor’s degree
in physics…
AIP Report R-151.33 (1997)AIP Report R-151.33 (1997)
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We have a problem
about 35% go on to get a
Ph.D. in physics…
AIP Report R-151.33 (1997)
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We have a problem
That’s one out of every
260 students in our
introductory
courses!
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We have a problem
What about the
other 259…?
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We have a problem
What do we know
about these
students?
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We have a problem
They know the jargon:
circular motion
barometric pressure
light radius
something to the power times ten to the something
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We have a problem
They are aware of their lack of knowledge
I graduated from college but I didn’t study astronomy
It’s been a while since I’ve had physics
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We have a problem
They are aware of their lack of knowledge
…and they don’t care!
I graduated from college but I didn’t study astronomy
It’s been a while since I’ve had physics
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We have a problem
Should we worry?
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We have a problem
We’d better!
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We have a problem
“I took four years of science and fouryears of math…
A waste of my time, a waste of the teacher’s time, and a waste of space…
You know, I took physics.
For what?”
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We have a problem
Some disturbing symptoms:
frustration
lack of understanding
lack of basic knowledge
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Why do we have this problem?
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Why do we have this problem?
Lectures focus on transfer of information…
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Why do we have this problem?
…but physics is not just information!
25
20
15
10
5
0252015
score
1050
cou
nt
1990FCI pretest
Hestenes, et al., TPT 30, 141 (1992)
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Why do we have this problem?
…but physics is not just information!
25
20
15
10
5
0252015
score
1050
cou
nt
1990FCI posttest
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Why do we have this problem?
…but physics is not just information!
25
20
15
10
5
0252015
score
1050
cou
nt
1990combined
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Why do we have this problem?
100
80
60
40
20
chan
ge in
sco
re, S
f – S
i (%
)
100806040200
initial score, Si (%)
0
1990combined
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Why do we have this problem?
100
80
60
40
20
chan
ge in
sco
re, S
f – S
i (%
)
100806040200
initial score, Si (%)
0
1990combined
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Why do we have this problem?
100
80
60
40
20
chan
ge in
sco
re, S
f – S
i (%
)
100806040200
initial score, Si (%)
0
perfect score
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Why do we have this problem?
100
80
60
40
20
chan
ge in
sco
re, S
f – S
i (%
)
100806040200
initial score, Si (%)
0
perfect score
R.R. Hake, Am. J. Phys. 66, 64 (1998)
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Why do we have this problem?
100
80
60
40
20
chan
ge in
sco
re, S
f – S
i (%
)
100806040200
initial score, Si (%)
0
perfect score
1.00
0.23
g = Sf – Si1 – Si
R.R. Hake, Am. J. Phys. 66, 64 (1998)
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Why do we have this problem?
Conventional problems reinforce bad study habits
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Why do we have this problem?
Conventional problems reinforce bad study habits
12 V
8 V
4 Ω
2 Ω
6 Ω
QP
H
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Why do we have this problem?
Conventional problems reinforce bad study habits
12 V
8 V
4 Ω
2 Ω
6 Ω
QP
H
Calculate:
(a) the current in the 2-Ωresistor, and
(b) the potential differencebetween points P and Q
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Why do we have this problem?
Are basic principles understood?
S
AB
C
H
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Why do we have this problem?
Are basic principles understood?
S
AB
C
H
When S is closed, what happensto the:
(a) intensities of A and B? (b) intensity of C? (c) current through battery? (d) voltage drop across
A, B, and C? (e) total power dissipated?
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Why do we have this problem?
00
20
40
60
80
2 4 6 8 10score
coun
t
00
20
40
60
80
2 4 6 8 10score
coun
t
conventional conceptual
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Why do we have this problem?
00
20
40
60
80
2 4 6 8 10score
average 4.9average 6.9
coun
t
00
20
40
60
80
2 4 6 8 10score
coun
t
conventional conceptual
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Why do we have this problem?
100
80
60
40
20conc
eptu
al p
robl
em
100806040200
conventional problem
0
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Why do we have this problem?
100
80
60
40
20conc
eptu
al p
robl
em
100806040200
conventional problem
0
9%
52%
39%
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So what should we do?
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Peer Instruction
Help students take more responsibility for learning!
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Peer Instruction
Move first exposure to the material out of the classroom…
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Peer Instruction
Move first exposure to the material out of the classroom: assign reading!
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Peer Instruction
Move first exposure to the material out of the classroom: assign reading!
Use class to deepen and broaden understanding
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Peer Instruction
Move first exposure to the material out of the classroom: assign reading!
Use class to deepen and broaden understanding
by identifying key ideas
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Peer Instruction
Move first exposure to the material out of the classroom: assign reading!
Use class to deepen and broaden understanding
by identifying key ideas
and giving students opportunities to think
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Peer Instruction
Main features:
Pre-class reading
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Reading
Web-based assignment due before class
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Reading
Web-based assignment due before class
Three questions (content and feedback)
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Reading
Web-based assignment due before class
Three questions (content and feedback)
Graded on effort
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Reading
Web-based assignment due before class
Three questions (content and feedback)
Graded on effort
5% of final grade
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Peer Instruction
Main features:
Pre-class reading
In class: depth, not coverage
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Peer Instruction
Main features:
Pre-class reading
In class: depth, not coverage
ConcepTests
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ConcepTest
1. Question
2. Thinking
3. Individual answer
4. Peer discussion
5. Group answer
6. Explanation
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Sample ConcepTest
Consider an object that floats inwater but sinks in oil. When theobject floats in water, half of it issubmerged.
If we slowly pour oil on top of thewater so it completely covers theobject, the object
1. moves up.
2. stays in the same place.
3. moves down.
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Motivating students
Suitable ConcepTests
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Motivating students
Suitable ConcepTests
Rewards for participation
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Motivating students
Suitable ConcepTests
Rewards for participation
Noncompetitive grading
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Motivating students
Suitable ConcepTests
Rewards for participation
Noncompetitive grading
Conceptual exam questions
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Is it any good?
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Is it any good?
Results
![Page 63: PEER INSTRUCTION: TURNING A LECTURE INTO A SEMINAR …We have a problem 380,000 students take introductory physics each year… AIP Report R-151.33(1997)](https://reader035.fdocuments.us/reader035/viewer/2022071422/611c83a41e3e2f7422566e3a/html5/thumbnails/63.jpg)
Is it any good?
Results
Student Reactions
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Results
25
20
15
10
5
0252015
score
1050
cou
nt
1991FCI pretest
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Results
25
20
15
10
5
0252015
score
1050
cou
nt
1991FCI posttest
![Page 66: PEER INSTRUCTION: TURNING A LECTURE INTO A SEMINAR …We have a problem 380,000 students take introductory physics each year… AIP Report R-151.33(1997)](https://reader035.fdocuments.us/reader035/viewer/2022071422/611c83a41e3e2f7422566e3a/html5/thumbnails/66.jpg)
Results
25
20
15
10
5
0252015
score
1050
cou
nt
1991combined
![Page 67: PEER INSTRUCTION: TURNING A LECTURE INTO A SEMINAR …We have a problem 380,000 students take introductory physics each year… AIP Report R-151.33(1997)](https://reader035.fdocuments.us/reader035/viewer/2022071422/611c83a41e3e2f7422566e3a/html5/thumbnails/67.jpg)
Results
100
80
60
40
20
chan
ge in
sco
re, S
f – S
i (%
)
100806040200
initial score, Si (%)
0
perfect score
1.00
0.23
g = Sf – Si1 – Si
![Page 68: PEER INSTRUCTION: TURNING A LECTURE INTO A SEMINAR …We have a problem 380,000 students take introductory physics each year… AIP Report R-151.33(1997)](https://reader035.fdocuments.us/reader035/viewer/2022071422/611c83a41e3e2f7422566e3a/html5/thumbnails/68.jpg)
Results
100
80
60
40
20
chan
ge in
sco
re, S
f – S
i (%
)
100806040200
initial score, Si (%)
0
perfect score
1.00
0.23
g = Sf – Si1 – Si
![Page 69: PEER INSTRUCTION: TURNING A LECTURE INTO A SEMINAR …We have a problem 380,000 students take introductory physics each year… AIP Report R-151.33(1997)](https://reader035.fdocuments.us/reader035/viewer/2022071422/611c83a41e3e2f7422566e3a/html5/thumbnails/69.jpg)
Results
100
80
60
40
20
chan
ge in
sco
re, S
f – S
i (%
)
100806040200
initial score, Si (%)
0
perfect score
1.00
0.23
g = Sf – Si1 – Si
R.R. Hake, Am. J. Phys. 66, 64 (1998)
![Page 70: PEER INSTRUCTION: TURNING A LECTURE INTO A SEMINAR …We have a problem 380,000 students take introductory physics each year… AIP Report R-151.33(1997)](https://reader035.fdocuments.us/reader035/viewer/2022071422/611c83a41e3e2f7422566e3a/html5/thumbnails/70.jpg)
Results
100
80
60
40
20
chan
ge in
sco
re, S
f – S
i (%
)
100806040200
initial score, Si (%)
0
perfect score
1.00
0.23
g = Sf – Si1 – Si
0.48
R.R. Hake, Am. J. Phys. 66, 64 (1998)
![Page 71: PEER INSTRUCTION: TURNING A LECTURE INTO A SEMINAR …We have a problem 380,000 students take introductory physics each year… AIP Report R-151.33(1997)](https://reader035.fdocuments.us/reader035/viewer/2022071422/611c83a41e3e2f7422566e3a/html5/thumbnails/71.jpg)
Results
What about problem solving…?
![Page 72: PEER INSTRUCTION: TURNING A LECTURE INTO A SEMINAR …We have a problem 380,000 students take introductory physics each year… AIP Report R-151.33(1997)](https://reader035.fdocuments.us/reader035/viewer/2022071422/611c83a41e3e2f7422566e3a/html5/thumbnails/72.jpg)
Results
25
20
15
10
5
01008060
exam score (%)
40200
cou
nt
1985exam scores
![Page 73: PEER INSTRUCTION: TURNING A LECTURE INTO A SEMINAR …We have a problem 380,000 students take introductory physics each year… AIP Report R-151.33(1997)](https://reader035.fdocuments.us/reader035/viewer/2022071422/611c83a41e3e2f7422566e3a/html5/thumbnails/73.jpg)
Results
25
20
15
10
5
01008060
exam score (%)
40200
cou
nt
1991exam scores
![Page 74: PEER INSTRUCTION: TURNING A LECTURE INTO A SEMINAR …We have a problem 380,000 students take introductory physics each year… AIP Report R-151.33(1997)](https://reader035.fdocuments.us/reader035/viewer/2022071422/611c83a41e3e2f7422566e3a/html5/thumbnails/74.jpg)
Results
25
20
15
10
5
01008060
exam score (%)
40200
cou
nt
1985/91exam scores
![Page 75: PEER INSTRUCTION: TURNING A LECTURE INTO A SEMINAR …We have a problem 380,000 students take introductory physics each year… AIP Report R-151.33(1997)](https://reader035.fdocuments.us/reader035/viewer/2022071422/611c83a41e3e2f7422566e3a/html5/thumbnails/75.jpg)
Why it works for students
focuses students on understanding
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Why it works for students
focuses students on understanding
gets students thinking
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Why it works for students
focuses students on understanding
gets students thinking
uncovers misunderstandings
![Page 78: PEER INSTRUCTION: TURNING A LECTURE INTO A SEMINAR …We have a problem 380,000 students take introductory physics each year… AIP Report R-151.33(1997)](https://reader035.fdocuments.us/reader035/viewer/2022071422/611c83a41e3e2f7422566e3a/html5/thumbnails/78.jpg)
Why it works for students
focuses students on understanding
gets students thinking
uncovers misunderstandings
builds confidence
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Why it works for instructors
![Page 80: PEER INSTRUCTION: TURNING A LECTURE INTO A SEMINAR …We have a problem 380,000 students take introductory physics each year… AIP Report R-151.33(1997)](https://reader035.fdocuments.us/reader035/viewer/2022071422/611c83a41e3e2f7422566e3a/html5/thumbnails/80.jpg)
Why it works for instructors
modification, not drastic change
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Why it works for instructors
modification, not drastic change
adaptable
![Page 82: PEER INSTRUCTION: TURNING A LECTURE INTO A SEMINAR …We have a problem 380,000 students take introductory physics each year… AIP Report R-151.33(1997)](https://reader035.fdocuments.us/reader035/viewer/2022071422/611c83a41e3e2f7422566e3a/html5/thumbnails/82.jpg)
Why it works for instructors
modification, not drastic change
adaptable
resources (http://galileo.harvard.edu)
![Page 83: PEER INSTRUCTION: TURNING A LECTURE INTO A SEMINAR …We have a problem 380,000 students take introductory physics each year… AIP Report R-151.33(1997)](https://reader035.fdocuments.us/reader035/viewer/2022071422/611c83a41e3e2f7422566e3a/html5/thumbnails/83.jpg)
Results
So better understanding leads to better
problem solving!
![Page 84: PEER INSTRUCTION: TURNING A LECTURE INTO A SEMINAR …We have a problem 380,000 students take introductory physics each year… AIP Report R-151.33(1997)](https://reader035.fdocuments.us/reader035/viewer/2022071422/611c83a41e3e2f7422566e3a/html5/thumbnails/84.jpg)
Results
So better understanding leads to better
problem solving!
(but “good” problem solving doesn’t always
indicate understanding!)
![Page 85: PEER INSTRUCTION: TURNING A LECTURE INTO A SEMINAR …We have a problem 380,000 students take introductory physics each year… AIP Report R-151.33(1997)](https://reader035.fdocuments.us/reader035/viewer/2022071422/611c83a41e3e2f7422566e3a/html5/thumbnails/85.jpg)
![Page 86: PEER INSTRUCTION: TURNING A LECTURE INTO A SEMINAR …We have a problem 380,000 students take introductory physics each year… AIP Report R-151.33(1997)](https://reader035.fdocuments.us/reader035/viewer/2022071422/611c83a41e3e2f7422566e3a/html5/thumbnails/86.jpg)
Conclusion
Let’s not forget the base
of the pyramid!
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Conclusion
Let’s help them learn what
science is all about!
![Page 88: PEER INSTRUCTION: TURNING A LECTURE INTO A SEMINAR …We have a problem 380,000 students take introductory physics each year… AIP Report R-151.33(1997)](https://reader035.fdocuments.us/reader035/viewer/2022071422/611c83a41e3e2f7422566e3a/html5/thumbnails/88.jpg)
Conclusion
skepticism
growing pains
Challenges:
![Page 89: PEER INSTRUCTION: TURNING A LECTURE INTO A SEMINAR …We have a problem 380,000 students take introductory physics each year… AIP Report R-151.33(1997)](https://reader035.fdocuments.us/reader035/viewer/2022071422/611c83a41e3e2f7422566e3a/html5/thumbnails/89.jpg)
Conclusion
engagement
improved understanding
class is fun!
Rewards:
![Page 90: PEER INSTRUCTION: TURNING A LECTURE INTO A SEMINAR …We have a problem 380,000 students take introductory physics each year… AIP Report R-151.33(1997)](https://reader035.fdocuments.us/reader035/viewer/2022071422/611c83a41e3e2f7422566e3a/html5/thumbnails/90.jpg)
Funding
National Science Foundation
For a copy of this talk andadditional information:
http://mazur-www.harvard.edu