The Construction of Different Classroom Norms during Peer Instruction: Students Perceive Differences.

By Chandra Turpen, Noah Finkelstein. 2010

97 citations recorded by the source corpus.

This paper summarizes variations in instructors’ implementation practices during Peer Instruction PI and shows how these differences in practices shape different norms of classroom interaction. We describe variations in classroom norms along three dimensions of classroom culture that are integral to Peer Instruction, emphasis on: 1 faculty-student collaboration, 2 student-student collaboration, and 3 sense-making vs answer-making. Based on interpretations by an observing researcher, we place three different PI classrooms along a continuum representing a set of possible norms. We then check these interpretations against students’ perceptions of these environments from surveys collected at the end of the term. We find significant correspondence between the researchers’ interpretations and students’ perceptions of Peer Instruction in these environments. We find that variation in faculty practices can set up what students perceive as discernibly different norms. For interested instructors, concrete classroom practices are described that appear to encourage or discourage these norms.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/176fb093dd7a9258488fc63d144da430577d0f58

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In Education

1. Jennifer Docktor
2. B. Kreager
3. Jose P. Mestre
4. L. Arthurs

Citations in the corpus

• An integrative review of in-class activities that enable active learning in college science classroom settings (2017, background): “After students’ second vote for the answer, the instructor facilitates whole-class discussion about students’ reasoning (Duncan, 2006; Miller, Lasry, Lukoff, Schell, & Mazur, 2014; Perez et al., 2010; Turpen & Finkelstein, 2010).”
• Synthesis of Discipline-Based Education Research in Physics. (2014, background): “How prevalent is the use of research-based instructional strategies by physics faculty in the United States? How is [research-based strategy X] typically implemented? What is the nature of faculty-student interactions during Peer Instruction? What instructional practices foster an interactive, colla”