Comparison of the effectiveness of collaborative groups and peer instruction in a large introductory physics course for science majors

Abstract

We report on an experiment comparing examinations of concepts using slightly modified peer instruction (MPI) interventions with a conceptual conflict strategy based on collaborative groups (CG). Four interventions were utilized in two sections of an introductory physics course for science students. Both instructors and strategies were alternated in the two classes so that instructor dependence could be factored out and so that each class could serve as both an experimental and a control group. The gain on the Force Concept Inventory (FCI) used as a pre-and post-test is essentially the same in both classes. The instructors were experienced in use of MPI, but this was the first time that these instructors had used a collaborative group activity in their classes and only used it for the two interventions in each class described in this paper. CG appears to be more effective as a teaching method than PI. It also should be noted that the effectiveness of both teaching methods seems to be instructor independent as long as the instructors followed the same protocol.PACS Nos: 01.40Fk, 01.40.gb, 01.40.-d Résumé : Nous présentons les résultats d'une expérience comparant l'examen des concepts en utilisant des interventions légèrement modifiées d'instruction par des pairs (MPI) avec une stratégie de conflit conceptuel basée sur des groupes collaboratifs (CG). Nous avons utilisé quatre interventions dans deux sections d'un cours d'introduction à la physique destiné aux étudiants en sciences. Nous avons alterné les enseignants et les stratégies entre les deux classes de façon à éliminer la dépendance sur l'enseignant et que chacune puisse servir à la fois comme cobaye et comme groupe de contrôle. L'amélio-ration dans le test FCI avant et après le test est essentiellement la même dans les deux classes. Les enseignants étaient familiers avec MPI, mais c'était la première fois qu'ils utilisaient des activités de groupes collaboratifs dans leurs classes et ne l'ont utilisé que pour les deux interventions décrites ici. CG semble être une méthode d'enseignement plus efficace que PI. O doit aussi noter que l'efficacité des deux méthodes semble indépendante de l'enseignant, à condition de suivre le même protocole.[Traduit par la Rédaction]

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