Giuliodori Mauricio J, Lujan Heidi L, DiCarlo Stephen E
Cátedra de Fisiología, Facultad de Ciencias Veterinarias, Universidad Nacional de La Plata, La Plata, Argentina.
Adv Physiol Educ. 2006 Dec;30(4):168-73. doi: 10.1152/advan.00013.2006.
We tested the hypothesis that peer instruction enhances student performance on qualitative problem-solving questions. To test this hypothesis, qualitative problems were included in a peer instruction format during our Physiology course. Each class of 90 min was divided into four to six short segments of 15 to 20 min each. Each short segment was followed by a qualitative problem-solving scenario that could be answered with a multiple-choice quiz. All students were allowed 1 min to think and to record their answers. Subsequently, students were allowed 1 min to discuss their answers with classmates. Students were then allowed to change their first answer if desired, and both answers were recorded. Finally, the instructor and students discussed the answer. Peer instruction significantly improved student performance on qualitative problem-solving questions (59.3 +/- 0.5% vs. 80.3 +/- 0.4%). Furthermore, after peer instruction, only 6.5% of the students changed their correct response to an incorrect response; however, 56.8% of students changed their incorrect response to a correct response. Therefore, students with incorrect responses changed their answers more often than students with correct responses. In conclusion, pausing four to six times during a 90-min class to allow peer instruction enhanced student performance on qualitative problem-solving questions.
我们检验了同伴指导能提高学生在定性问题解决方面表现的假设。为了验证这一假设，在我们的生理学课程中，定性问题采用同伴指导的形式呈现。每节90分钟的课程被分成4到6个短片段，每个片段15到20分钟。每个短片段之后是一个定性问题解决场景，通过多项选择题进行作答。所有学生有1分钟时间思考并记录答案。随后，学生有1分钟时间与同学讨论答案。之后，如果愿意，学生可以更改他们的第一个答案，两个答案都会被记录下来。最后，教师和学生一起讨论答案。同伴指导显著提高了学生在定性问题解决方面的表现（59.3±0.5%对80.3±0.4%）。此外，在同伴指导之后，只有6.5%的学生将正确答案改为了错误答案；然而，56.8%的学生将错误答案改为了正确答案。因此，答案错误的学生比答案正确的学生更频繁地更改答案。总之，在90分钟的课程中暂停4到6次以进行同伴指导，提高了学生在定性问题解决方面的表现。
