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Peer interaction facilitates co-construction of knowledge related to quantum mechanics formalism and postulates
written by Mary Jane Brundage, Alysa Malespina, and Chandralekha Singh
Collaborative learning with peers can lead to students learning from each other and solving physics problems correctly not only in situations in which one student knows how to solve the problems but also when none of the students can solve the problems alone. In the latter situation, students are co-constructing knowledge that helps them solve the problems, while in the former, one student helps the other construct knowledge. In this study, we investigated student learning measured by student performance on a validated quantum mechanics survey and frequencies of construction and co-construction of knowledge when students first worked individually after lecture-based instruction in relevant concepts and then worked with peers during class without receiving any feedback from the course instructor. We find that construction of knowledge consistently occurred at a high rate during peer collaboration. However, rates of co-construction were more varied. High rates of co-construction were generally achieved when approximately half of the students knew the correct answers initially.  We also conducted an analysis of some of the survey questions with high rates of co-construction to gain insight into what students converged on after peer interaction and what types of difficulties were reduced. Our findings can be valuable for physics instructors who want to provide in-class and out-of-class opportunities for peer collaboration, e.g., in their quantum mechanics courses.
Physics Education Research Conference 2022
Part of the PER Conference series
Grand Rapids, MI: July 13-14, 2022
Pages 70-75
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Cooperative Learning
= Problem Solving
Education - Basic Research
- Behavior
= Social Interaction
- Cognition
- Problem Solving
Quantum Physics
- Foundations and Measurements
- Upper Undergraduate
- Graduate/Professional
- Reference Material
= Research study
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- Educators
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Format:
application/pdf
Mirror:
https://doi.org/10.1119/perc.2022…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 4.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2022.pr.Brundage
NSF Number:
1806691
Keyword:
PERC 2022
Record Creator:
Metadata instance created September 7, 2022 by Lyle Barbato
Record Updated:
September 15, 2022 by Bruce Mason
Last Update
when Cataloged:
September 15, 2022
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AIP Format
M. Brundage, A. Malespina, and C. Singh, , presented at the Physics Education Research Conference 2022, Grand Rapids, MI, 2022, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16211&DocID=5580).
AJP/PRST-PER
M. Brundage, A. Malespina, and C. Singh, Peer interaction facilitates co-construction of knowledge related to quantum mechanics formalism and postulates, presented at the Physics Education Research Conference 2022, Grand Rapids, MI, 2022, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16211&DocID=5580>.
APA Format
Brundage, M., Malespina, A., & Singh, C. (2022, July 13-14). Peer interaction facilitates co-construction of knowledge related to quantum mechanics formalism and postulates. Paper presented at Physics Education Research Conference 2022, Grand Rapids, MI. Retrieved May 22, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16211&DocID=5580
Chicago Format
Brundage, M, A. Malespina, and C. Singh. "Peer interaction facilitates co-construction of knowledge related to quantum mechanics formalism and postulates." Paper presented at the Physics Education Research Conference 2022, Grand Rapids, MI, July 13-14, 2022. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16211&DocID=5580 (accessed 22 May 2024).
MLA Format
Brundage, Mary Jane, Alysa Malespina, and Chandralekha Singh. "Peer interaction facilitates co-construction of knowledge related to quantum mechanics formalism and postulates." Physics Education Research Conference 2022. Grand Rapids, MI: 2022. 70-75 of PER Conference. 22 May 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16211&DocID=5580>.
BibTeX Export Format
@inproceedings{ Author = "Mary Jane Brundage and Alysa Malespina and Chandralekha Singh", Title = {Peer interaction facilitates co-construction of knowledge related to quantum mechanics formalism and postulates}, BookTitle = {Physics Education Research Conference 2022}, Pages = {70-75}, Address = {Grand Rapids, MI}, Series = {PER Conference}, Month = {July 13-14}, Year = {2022} }
Refer Export Format

%A Mary Jane Brundage %A Alysa Malespina %A Chandralekha Singh %T Peer interaction facilitates co-construction of knowledge related to quantum mechanics formalism and postulates %S PER Conference %D July 13-14 2022 %P 70-75 %C Grand Rapids, MI %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16211&DocID=5580 %O Physics Education Research Conference 2022 %O July 13-14 %O application/pdf

EndNote Export Format

%0 Conference Proceedings %A Brundage, Mary Jane %A Malespina, Alysa %A Singh, Chandralekha %D July 13-14 2022 %T Peer interaction facilitates co-construction of knowledge related to quantum mechanics formalism and postulates %B Physics Education Research Conference 2022 %C Grand Rapids, MI %P 70-75 %S PER Conference %8 July 13-14 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16211&DocID=5580


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