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A step further in Peer Instruction: Using the Stepladder technique to improve learning

机译：对等教学的更进一步：使用阶梯技术提高学习效率

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摘要

Peer Instruction (PI) is an instructional strategy for engaging students during class through a structured questioning process that improves the learning of the concepts of fundamental sciences. Although all students are supposedly engaged in discussions with their peers during Peer Instruction, the learning gains generally remain at a medium level, suggesting a lack of participation of certain students who do not benefit from social interactions. The present study examined whether the Stepladder technique might optimize the Peer Instruction method and increase learning gains. With this technique, students enter a group sequentially, forcing every group member to participate in discussions. Eighty-four chemistry students were asked to answer easy and difficult multiple-choice questions before and after being randomly assigned to one of three instructional conditions during a chromatography lesson (Classic PI vs. Stepladder PI vs. Individual Instruction without any discussion with peers). As predicted, results showed that learning gains were greatest in the Stepladder PI group, and that this effect was mainly observed for difficult questions. Results also revealed higher perceived satisfaction when students had to discuss the questions with their peers than when they were not given this possibility. By extending the Stepladder technique to higher education, these findings offer a step forward in the Peer Instruction literature, showing how it can enhance learning gains. (C) 2015 Elsevier Ltd. All rights reserved.
机译：朋辈教学（PI）是一种教学策略，旨在通过结构化的提问过程吸引学生上课，从而提高对基础科学概念的学习。尽管所有学生都应该在同伴教学中与同伴进行讨论，但学习成果通常仍处于中等水平，这表明某些无法从社交互动中受益的学生缺乏参与。本研究研究了阶梯技术是否可以优化对等教学方法并增加学习收益。使用这种技术，学生可以按顺序进入一个小组，迫使每个小组成员参加讨论。八十四名化学专业的学生在色谱课上被随机分配到三种教学条件之一之前和之后，被要求回答简单和困难的多项选择题（经典PI与阶梯梯PI与个人指导，无需与同伴讨论）。如预期的那样，结果表明，Stepladder PI组的学习收益最大，并且主要是在遇到困难的问题时才观察到这种效果。结果还显示，与没有这种可能性的学生相比，当学生不得不与同伴讨论问题时，他们的感知满意度更高。通过将“阶梯梯”技术扩展到高等教育，这些发现为“同er教学”文献提供了新的进步，显示了它如何提高学习成果。 （C）2015 Elsevier Ltd.保留所有权利。

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