V A viewpoints DOI:10.1145/2076450.2076459 Beth Simon and Quintin Cutts education Peer instruction: a teaching Method to Foster Deep Understanding How the computing education community can learn from physics education. ago, a physicist at Harvard read studies of students who had passed physics courses, yet showed little gain in their conceptual understanding of Newtonian physics. This conceptual understanding was measured by a newly developed test called the Force Concept Inventory (FCI). What this showed was that students could plug and chug using appropriate equations to solve standard problems on physics tests. But, when asked about a situation where a large truck runs into a small car, students could not correctly identify that the force exerted by the car on the truck was the same as that exerted by the truck on the car (applying Newton s Third Law). The professor, Eric Mazur, thought to himself, oh, but not my students! However, when he gave his students the FCI test he saw similar results. Even more poignantly, he recalls how, during the exam, a student asked How should I answer these questions? According to the way you taught me, or according to the way I usually think
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Peer instruction: a teaching method to foster deep understanding
Simon, Beth; Cutts, Quintin
Follow Communications of the ACM
, Volume 55 (2)
Association for Computing Machinery – Feb 1, 2012
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