PERC 2009 Abstract Detail Page
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| Abstract Title: | When Talking is Better than Keeping Quiet |
|---|---|
| Abstract: | The effectiveness of Peer Instruction is often associated to the importance of in-class peer-discussions. Reflection or time-on-task may also explain this effectiveness because students answering ConcepTests reflect more and spend more time thinking about concepts. An identical sequence of conceptual questions was given to three groups of students. All groups were polled twice on each question. Between polls, the first group was asked to discuss their choice with a peer, the second group was asked to reflect for a minute (no discussion), and the third group was given a distraction task (sequence of cartoons: no discussion and no reflection). All three groups displayed gains between the first and the second polls. The 'Distract' group had less gain (3.4%) than the 'Reflect' group (9.7%) while the 'Discuss' group had most (21.0%). All groups show gains, potentially because of a 'testing effect' although peer-discussions clearly yield greatest changes. |
| Abstract Type: | Contributed Poster |
| Contributed Poster: | Download the Contributed Poster |
Author/Organizer Information | |
| Primary Contact: |
Nathaniel Lasry John Abbott College |
| Co-Author(s) and Co-Presenter(s) |
Name: Elizabeth Charles Institution: Dawson College echarles -at- place.dawsoncollege.qc.ca Name: Chris Whittaker Institution: Dawson College cwhittaker -at- place.dawsoncollege.qc.ca Name: Michael Lautman Institution: John Abbott College michael.lautman -at- johnabbott.qc.ca |
