PERC 2025 Abstract Detail Page
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| Abstract Title: | Multi-institutional assessment of Peer Instruction implementation and impacts using the FILL+ framework |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Substantial research indicates that active learning methods improve student learning more than traditional lecturing. Accordingly, current studies aim to characterize and evaluate different instructors' implementations of active learning methods. Peer Instruction is one of the most commonly used active learning methods in undergraduate physics instruction and typically involves the use of classroom response systems (e.g., clickers) where instructors pose conceptual questions that students answer individually and/or in collaboration with nearby peers. Several research studies have identified that different instructors vary in the ways they implement Peer Instruction (e.g., the time they give students to answer a question and the time they spend explaining the correct answer); however, these studies only take place at a single institution and do not relate the implementation of Peer Instruction to student learning. In this study, we analyze variation in both the implementation and impacts of Peer Instruction. We use classroom video observations and conceptual inventory data from seven introductory physics instructors across six U.S. institutions. We characterize implementation using the Framework for Interactive Learning in Lectures (FILL+), which classifies classroom activities as interactive (e.g., clicker questions), vicarious interactive (e.g., individual students asking a question), or non-interactive (e.g., instructor lecturing). Our preliminary results suggest that instructors who use both interactive and vicarious interactive strategies may exhibit larger student learning gains than instructors who predominantly use only one of the two strategies. |
| Footnote: | This material is based upon work supported by the National Science Foundation under Grant No. 2111128. |
| Session Time: | Poster Session B |
| Poster Number: | B-22 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Ibukunoluwa Bukola Drexel University Philadelphia, PA 19146 Phone: 2158283886 |
| Co-Author(s) and Co-Presenter(s) |
Meagan Sundstrom, Drexel University Justin Gambrell, Michigan State University Olive Ross, Cornell University Adrienne L. Traxler, University of Copenhagen Eric Brewe, Drexel University |
