A Review of the Importance of Peer Instruction Argumentative Strategy (PIAS) in Science Learning

Kola, Aina Jacob

doi:10.22521/edupij.2017.63.4

Cited by 8 publications

(5 citation statements)

References 38 publications

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“…The demonstration method was used throughout the intervention stage by both the researchers and students in teaching and learning of concepts in heat transfer. This approach has improved students understanding of complex skills and principles in heat transfer as indicated by Kola (2017) that the demonstration method is an elegant method of teaching because it improves student's understanding and retention. The improvement can also be seen from the comparison between the pre-test data and that of the post-test.…”

Section: Discussion Of Research Question Twomentioning

confidence: 99%

Improving students’ performance and conceptual understanding of heat transfer using demonstration method

Awudi

Danso

2023

Journal of Mathematics and Science Teacher

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One of the physics topics difficult to understand among students at senior high schools (SHSs) is heat transfer. Various reasons have been advanced in an attempt to rationalize this difficulty. This study through an action research design was conducted to improve students’ performance and conceptual understanding of heat transfer at Oti Boateng Senior High School, Koforidua. The instruments used for the study were questionnaires, pre- and post-test. The study identified rote learning, inadequate understanding of concepts among others as the cause of difficulty in problem solving among students. The study revealed that although there are different methods of teaching, the efficacy of the demonstration method cannot be downplayed considering its role in improving students’ academic performance. The study concluded that for effective teaching and learning of heat transfer at SHS, it is important for teachers to employ the demonstration method in their teaching.

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Section: Discussion Of Research Question Twomentioning

confidence: 99%

Improving students’ performance and conceptual understanding of heat transfer using demonstration method

Awudi

Danso

2023

Journal of Mathematics and Science Teacher

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“…In peer instruction, there are ConceptTests which are conceptual questions tailored to students' needs to understand specific concepts in chemistry [19]. Previous studies claimed that peer instruction can help students learn and improve their conceptual understanding because peer instruction involves students playing an active role in their learning [19], [31], [32].…”

Section: Discussionmentioning

confidence: 99%

Flipped Classrooms With Peer Instruction: The Impact on Students’ Conceptual Understanding

Irwanto,

Rahmah,

Nanda

2024

TEM Journal

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The aim of the research is to explore how flipped classrooms utilizing peer instruction impact students’ grasp of the periodic table of elements. In this quasi-experimental design, a total of 64 tenth-grade students participated. The study took place at a public high school situated in Bekasi, a city located in the central region of Indonesia. Experimental group students were instructed in flipped classrooms together with peer instruction (FCPI) and control group students were taught in flipped classrooms without peer instruction (FCX). For quantitative data analysis, t-tests and Cohen’s d were computed. The findings indicated a significant mean disparity between the two groups of students concerning conceptual understanding after the instructions were given. Also, students in FCPI showed a higher increase in conceptual understanding than students in FCX with high effect sizes. It indicates that the integration of flipped classrooms with peer instruction proved more efficacious in enhancing students’ conceptual understanding compared to FCX.

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“…In the course Eric Mazur proposed some variations, extensions and modifications to the general outline of the method, which could be applied depending on a particular group of students at hand. The method has been adopted to other branches of science and to other levels of education: from high through the middle to primary schools, see for example (Miller, Santana-Vega, Terrell, 2006) [105] (calculus), (Crouch, Mazur, 2001;Kola, 2017) (sciences general), (Tullis, Goldstone, 2020) (university physics), (Šestáková, 2016) (highschool mathematics), (Pavlin, Čampa, 2021) (primary school).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

On the peer-to-peer instruction in high school mathematics education, a case study

Targosz,

Strycharz-Szemberg

2022

AUPC

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The purpose of this note is to report on an educational experiment conducted in the academic year 2020/21 in a Polish high school under the pandemic situation. We discuss some various scenarios of implementation of the peer instruction method as developed by Eric Mazur blended with the flipped class approach. The material used during the experiment is discussed in grade 11 and concerns polynomials and their properties. The experiment was conducted in two classes. We were primarily interested in using peer instruction to eliminate errors in students' reasoning resulting from deep misconceptions.

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A Review of the Importance of Peer Instruction Argumentative Strategy (PIAS) in Science Learning

Cited by 8 publications

References 38 publications

Improving students’ performance and conceptual understanding of heat transfer using demonstration method

Improving students’ performance and conceptual understanding of heat transfer using demonstration method

Flipped Classrooms With Peer Instruction: The Impact on Students’ Conceptual Understanding

On the peer-to-peer instruction in high school mathematics education, a case study

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