Peer instruction’s Achilles’ heel: An analysis of its ineffectiveness in confronting counterintuitive physics questions

This paper examines peer instruction, an educational technique that enhances student-student interaction and student-teacher interaction, influencing students’ performance on counterintuitive physics questions. The study employed a quantitative approach with 40 participants, 22.5% of whom were male...

Full description

Saved in:
Bibliographic Details
Published in:Eurasia Journal of Mathematics, Science and Technology Education Science and Technology Education, 2024-08, Vol.20 (8), p.em2480
Main Authors: Ospanbekov, Yerbol, Maxutov, Samat, Sandybayev, Yerbol, Boranbekova, Aknur, Balta, Nuri
Format: Article
Language:English
Subjects:
Educational objectives
Learning
Literature reviews
Pedagogy
Physics
Problem solving
Science education
Secondary school students
Secondary schools
Success
Teachers
Teaching methods
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This paper examines peer instruction, an educational technique that enhances student-student interaction and student-teacher interaction, influencing students’ performance on counterintuitive physics questions. The study employed a quantitative approach with 40 participants, 22.5% of whom were male and 77.5% were female. The counterintuitive dynamics test was used to measure students’ counter intuitions in dynamics. The study results on counterintuitive questions showed no noticeable effect from peer instruction. Surprisingly, more students shifted from correct to incorrect responses after group discussions, leading to a decrease in the overall accuracy rate. Although peer instruction did not show a clear impact on counterintuitive physics questions, it is important for educators to recognize the complexity of peer instructions. Exploring different teaching methods that use peer interaction might help improve learning outcomes for counterintuitive physics questions.
ISSN:1305-8215
1305-8223
DOI:10.29333/ejmste/14778