Smith M K, Wood W B, Adams W K, Wieman C, Knight J K, Guild N, Su T T
Department of Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder, CO 80309, USA.
Science. 2009 Jan 2;323(5910):122-4. doi: 10.1126/science.1165919.
When students answer an in-class conceptual question individually using clickers, discuss it with their neighbors, and then revote on the same question, the percentage of correct answers typically increases. This outcome could result from gains in understanding during discussion, or simply from peer influence of knowledgeable students on their neighbors. To distinguish between these alternatives in an undergraduate genetics course, we followed the above exercise with a second, similar (isomorphic) question on the same concept that students answered individually. Our results indicate that peer discussion enhances understanding, even when none of the students in a discussion group originally knows the correct answer.
当学生使用课堂应答器单独回答课堂概念性问题、与邻座讨论问题，然后对同一问题再次投票时，正确答案的百分比通常会增加。这一结果可能是由于讨论过程中理解能力的提升，或者仅仅是因为知识渊博的学生对邻座的同伴影响。为了在本科遗传学课程中区分这些可能性，我们在上述练习之后，就同一概念向学生提出了第二个类似（同构）的问题，让他们单独回答。我们的结果表明，即使讨论小组中没有学生最初知道正确答案，同伴讨论也能增进理解。
