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Research-Based Implementation of Peer Instruction: A Literature Review

机译：基于研究的对等教学的实现：文献综述

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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.
机译：当前在大学科学，技术，工程和数学（STEM）课程中的教学改革集中在提高STEM教职员工中循证教学实践的采用上。这些实践已经得到了经验证明，可以增强学生的学习和态度。但是，研究表明，教师经常在不知不觉中损害其有效性的情况下适应而不是采用实践。因此，有必要提高对这些做法的基于研究的实现的认识，发展实现协议的保真度，以了解正在做出的调整，并最终表征基于这些实践的改革努力的真正影响。朋辈教学（PI）是基于证据的教学实践的一个示例，该教学实践包括在上课时询问学生一些概念性问题，并通过答题卡或答题卡收集答案。物理和生物学教育研究人员已经进行了广泛的研究，以评估这种做法的有效性并更好地理解这种做法的复杂性。 PI也已经在其他学科（例如化学和计算机科学）中进行了研究。本文回顾并总结了这些研究的各个方面，并为教师和研究人员提供了基于研究的模型以有效实施PI。还提供了当前研究的局限性以及对未来的实证研究的建议。

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