Vickrey Trisha, Rosploch Kaitlyn, Rahmanian Reihaneh, Pilarz Matthew, Stains Marilyne
Department of Chemistry, University of Nebraska-Lincoln, Lincoln, NE 68588.
Department of Chemistry, University of Nebraska-Lincoln, Lincoln, NE 68588
CBE Life Sci Educ. 2015 Mar 2;14(1):es3. doi: 10.1187/cbe.14-11-0198.
Current instructional reforms in undergraduate science, technology, engineering, and mathematics (STEM) courses have focused on enhancing adoption of evidence-based instructional practices among STEM faculty members. These practices have been empirically demonstrated to enhance student learning and attitudes. However, research indicates that instructors often adapt rather than adopt practices, unknowingly compromising their effectiveness. Thus, there is a need to raise awareness of the research-based implementation of these practices, develop fidelity of implementation protocols to understand adaptations being made, and ultimately characterize the true impact of reform efforts based on these practices. Peer instruction (PI) is an example of an evidence-based instructional practice that consists of asking students conceptual questions during class time and collecting their answers via clickers or response cards. Extensive research has been conducted by physics and biology education researchers to evaluate the effectiveness of this practice and to better understand the intricacies of its implementation. PI has also been investigated in other disciplines, such as chemistry and computer science. This article reviews and summarizes these various bodies of research and provides instructors and researchers with a research-based model for the effective implementation of PI. Limitations of current studies and recommendations for future empirical inquiries are also provided.
当前本科科学、技术、工程和数学（STEM）课程的教学改革聚焦于提高STEM教师对循证教学实践的采用率。这些实践已通过实证证明能提高学生的学习效果和态度。然而，研究表明教师往往是对实践进行调整而非采用，却在不知不觉中损害了其有效性。因此，有必要提高对这些实践基于研究的实施方式的认识，制定实施协议的保真度以了解所做的调整，并最终确定基于这些实践的改革努力的真正影响。同伴教学（PI）是一种循证教学实践的例子，它包括在课堂上向学生提出概念性问题，并通过点击器或应答卡收集他们的答案。物理和生物教育研究人员进行了大量研究，以评估这种实践的有效性，并更好地理解其实施的复杂性。PI也在其他学科，如化学和计算机科学中得到了研究。本文回顾并总结了这些不同的研究主体，并为教师和研究人员提供了一个基于研究的有效实施PI的模型。还提供了当前研究的局限性以及对未来实证研究的建议。
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