Syntes: Peer Instruction: Ten years of experience and results (2001)

Källa: https://doi.org/10.1119/1.1374249 (American Journal of Physics 69(9))

Verified content

• [abstract] Ten years of Peer Instruction in Harvard's calculus- and algebra-based introductory physics courses for non-majors; results indicate increased mastery of both conceptual reasoning and quantitative problem solving.
• [full text, Table I] Force Concept Inventory normalised gain: 0.25 with traditional teaching (calculus-based course, 1990) vs 0.49 with Peer Instruction in 1991, rising to 0.74 by 1997; algebra-based course 0.65 (1998) and 0.63 (2000) with Peer Instruction vs 0.40 taught traditionally in 1999 by a different instructor.
• [full text] Mechanics Baseline Test (quantitative problem solving) in the calculus-based course rose from 66% (1990, traditional) to 72% (1991) and 79% (1997).
• [full text] Five different instructors used Peer Instruction in the calculus-based course over the years reported; the course was also changed in other ways along the way (pre-class reading responses, a new textbook, cooperative learning in sections).

Limits

• [assessment] Year-to-year course comparisons, not randomised; only two traditionally taught years (1990, 1999) serve as comparisons; later gains mix Peer Instruction with other course changes.

Added 2026-10-16 by the project (broadening, Jonatan approved 2026-10-16). Verified 2026-10-16 by the project against the sources named in each line. [abstract] = from the published abstract; [full text] = read in the full text; [assessment] = the project's own judgement, not a fact from the paper.