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American Journal of Physics -- September 2001 -- Volume 69, Issue 9, pp. 970

Peer Instruction: Ten years of experience and results

Catherine H. Crouch and Eric Mazur

Department of Physics, Harvard University, Cambridge, Massachusetts 02138

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We report data from ten years of teaching with Peer Instruction (PI) in the calculus- and algebra-based introductory physics courses for nonmajors; our results indicate increased student mastery of both conceptual reasoning and quantitative problem solving upon implementing PI. We also discuss ways we have improved our implementation of PI since introducing it in 1991. Most notably, we have replaced in-class reading quizzes with pre-class written responses to the reading, introduced a research-based mechanics textbook for portions of the course, and incorporated cooperative learning into the discussion sections as well as the lectures. These improvements are intended to help students learn more from pre-class reading and to increase student engagement in the discussion sections, and are accompanied by further increases in student understanding. © 2001 American Association of Physics Teachers.

© 2001 American Association of Physics Teachers

KEYWORDS and PACS

Keywords

teaching, problem solving, educational courses

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History
Received Apr 2000
Accepted Mar 2001

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ISSN:

0002-9505 (print)  

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

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http://dx.doi.org/10.1119/1.1374249

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