Analyzing learning during Peer Instruction dialogues: A resource activation framework

Peer Instruction (PI) is an evidence based pedagogy commonly used in undergraduate physics instruction. When asked questions designed to test conceptual understanding, it has been observed that the proportion of students choosing the correct answer increases following peer discussion; however, relat...

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Autores principales:	Anna K. Wood, Ross K. Galloway, Judy Hardy, Christine M. Sinclair
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2014
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/d864cc3c801b435585d11b8924727fb5
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spelling	oai:doaj.org-article:d864cc3c801b435585d11b8924727fb52021-12-02T11:51:46ZAnalyzing learning during Peer Instruction dialogues: A resource activation framework10.1103/PhysRevSTPER.10.0201071554-9178https://doaj.org/article/d864cc3c801b435585d11b8924727fb52014-07-01T00:00:00Zhttp://doi.org/10.1103/PhysRevSTPER.10.020107http://doi.org/10.1103/PhysRevSTPER.10.020107https://doaj.org/toc/1554-9178Peer Instruction (PI) is an evidence based pedagogy commonly used in undergraduate physics instruction. When asked questions designed to test conceptual understanding, it has been observed that the proportion of students choosing the correct answer increases following peer discussion; however, relatively little is known about what takes place during these discussions or how they are beneficial to the processes of learning physics [M. C. James and S. Willoughby, Am. J. Phys. 79, 123 (2011)]. In this paper a framework for analyzing PI discussions developed through the lens of the “resources model” [D. Hammer, Am. J. Phys. 64, 1316 (1996); D. Hammer et al., Information Age Publishing (2005)] is proposed. A central hypothesis for this framework is that the dialogue with peers plays a crucial role in activating appropriate cognitive resources, enabling the students to see the problem differently, and therefore to answer the questions correctly. This framework is used to gain greater insights into the PI discussions of first year undergraduate physics students at the University of Edinburgh, UK, which were recorded using Livescribe Smartpens. Analysis of the dialogues revealed three different types of resource activation corresponding to increasing cognitive grain size. These were activation of knowledge elements, activation of linkages between knowledge elements, and activation of control structures (epistemic games and epistemological frames). Three case studies are examined to illustrate the role that peer dialogue plays in the activation of these cognitive resources in a PI session. The implications for pedagogical practice are discussed.Anna K. WoodRoss K. GallowayJudy HardyChristine M. SinclairAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Special Topics. Physics Education Research, Vol 10, Iss 2, p 020107 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Anna K. Wood Ross K. Galloway Judy Hardy Christine M. Sinclair Analyzing learning during Peer Instruction dialogues: A resource activation framework
description	Peer Instruction (PI) is an evidence based pedagogy commonly used in undergraduate physics instruction. When asked questions designed to test conceptual understanding, it has been observed that the proportion of students choosing the correct answer increases following peer discussion; however, relatively little is known about what takes place during these discussions or how they are beneficial to the processes of learning physics [M. C. James and S. Willoughby, Am. J. Phys. 79, 123 (2011)]. In this paper a framework for analyzing PI discussions developed through the lens of the “resources model” [D. Hammer, Am. J. Phys. 64, 1316 (1996); D. Hammer et al., Information Age Publishing (2005)] is proposed. A central hypothesis for this framework is that the dialogue with peers plays a crucial role in activating appropriate cognitive resources, enabling the students to see the problem differently, and therefore to answer the questions correctly. This framework is used to gain greater insights into the PI discussions of first year undergraduate physics students at the University of Edinburgh, UK, which were recorded using Livescribe Smartpens. Analysis of the dialogues revealed three different types of resource activation corresponding to increasing cognitive grain size. These were activation of knowledge elements, activation of linkages between knowledge elements, and activation of control structures (epistemic games and epistemological frames). Three case studies are examined to illustrate the role that peer dialogue plays in the activation of these cognitive resources in a PI session. The implications for pedagogical practice are discussed.
format	article
author	Anna K. Wood Ross K. Galloway Judy Hardy Christine M. Sinclair
author_facet	Anna K. Wood Ross K. Galloway Judy Hardy Christine M. Sinclair
author_sort	Anna K. Wood
title	Analyzing learning during Peer Instruction dialogues: A resource activation framework
title_short	Analyzing learning during Peer Instruction dialogues: A resource activation framework
title_full	Analyzing learning during Peer Instruction dialogues: A resource activation framework
title_fullStr	Analyzing learning during Peer Instruction dialogues: A resource activation framework
title_full_unstemmed	Analyzing learning during Peer Instruction dialogues: A resource activation framework
title_sort	analyzing learning during peer instruction dialogues: a resource activation framework
publisher	American Physical Society
publishDate	2014
url	https://doaj.org/article/d864cc3c801b435585d11b8924727fb5
work_keys_str_mv	AT annakwood analyzinglearningduringpeerinstructiondialoguesaresourceactivationframework AT rosskgalloway analyzinglearningduringpeerinstructiondialoguesaresourceactivationframework AT judyhardy analyzinglearningduringpeerinstructiondialoguesaresourceactivationframework AT christinemsinclair analyzinglearningduringpeerinstructiondialoguesaresourceactivationframework
_version_	1718395134106664960

Analyzing learning during Peer Instruction dialogues: A resource activation framework

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