The authors implemented peer instruction in an introductory level conceptual physics course for nonscience majors and found no correlation with course grade. They did notice moderate correlation between answering a conceptual question correctly prior to peer conversation and course grade, indicating that although peer conversation improves the interactivity of a lecture course, interaction may be more important than arriving at the correct answer.
Details
Type Journal ArticlePub Date 5/1/2012Stock # jcst12_041_05_51Volume 041Issue 05