Why Peer Discussion Improves Student Performance on In-Class Concept Questions
Adults / lifelong learning Learning from other people
Links to claims
Supports (1)
| Claim | Basis |
|---|---|
| K38 (candidate) | Undergraduate genetics: discussion improved individual answers on isomorphic questions, even when no group member knew the answer. |
Review state: first-pass draft, pending human review.
Source note
Syntes: Why Peer Discussion Improves Student Performance on In-Class Concept Questions (2009)
Källa: https://doi.org/10.1126/science.1165919 (Science 323)
Verified content
- Undergraduate genetics course using clicker questions (abstract).
- After peer discussion, students answered a new, isomorphic question on the same concept individually; performance improved, even when none of the students in a discussion group originally knew the answer.
Limits
- One course; immediate in-class measure.
Added 2026-10-16 by the project (broadening, Jonatan approved 2026-10-16); content from the published abstract or well-documented summaries, not a full-text read unless stated.
Metadata as recorded
- ID
- PEER-003
- Tier
- experiment
- Titel
- Why Peer Discussion Improves Student Performance on In-Class Concept Questions
- År
- 2009
- Källa/DOI
- https://doi.org/10.1126/science.1165919
- Tidskrift
- Science 323
- Typ
- peer-reviewed article
- Åldersgrupp
- vuxen-livslangt
- Teman
- larande-fran-andra
- Hämtad
- 2026-10-16
- Verifierad
- Crossref metadata (title, authors, year, venue) checked 2026-10-16
The original files (PDF or abstract) are kept in the project archive and are not published here.