AAPT Logo
TPT Logo
 
   
 

You are not logged in You are not logged into this journal. Log In

The Physics Teacher -- April 2002 -- Volume 40, Issue 4, pp. 206

Peer Instruction: Results from a Range of Classrooms

Adam P. Fagen1, Catherine H. Crouch2, and Eric Mazur3

1Program in Molecular Biology and Education, Harvard University, Cambridge, MA 02138
2Division of Engineering and Applied Sciences, Harvard University, Cambridge, MA 02138
3Department of Physics, Division of Engineering and Applied Sciences, Harvard University, Cambridge, MA 02138

Full Text: Download PDF | Buy PDF (US$30) | View Cart
We surveyed Peer Instruction users worldwide to collect data on their experiences with the pedagogy. Force Concept Inventory pre- and post-test scores at a range of institutions show learning gains above the level for traditional pedagogies and consistent with interactive engagement.

© 2002 American Association of Physics Teachers

KEYWORDS and PACS

Keywords

natural sciences, teaching, learning systems, cognitive systems, reviews, data analysis, information resources, peer instruction, active learning, cooperative learning, conceptual understanding, class assessment

PACS

History
Online Jul 2002

PUBLICATION DATA

ISSN

0031-921X (print)  

Publisher

$abstract.society.value is a Member of CrossRef American Association of Physics Teachers

ARTICLE DATA

Digital Object Identifier
http://dx.doi.org/10.1119/1.1474140

For access to citing articles, you need to log in.



Close

Your Recent History Recent History Help

Recently Viewed

  1. Peer Instruction: Results from a Range of Classrooms
  2. The Charm of Strange Quarks: Mysteries and Revolutions in Particle Physics, R. Michael Barnett, Henr...
  3. Color mixing via polarization
  4. Aristarchus at your service
  5. A mathematical physics for all students

AAPT on:

close