Why Peer Discussion Improves Student Performance on In-Class Concept Questions

By Michelle K. Smith, W. Wood, W. Adams, Carl E. Wieman, Jennifer Knight, N. Guild, Tin Tin Su. Science, 2009

1,011 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a938ffaf9ce94e94fe5250a0f2fcc7c85aae08dd

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Citations in the corpus

Classes That Click: Fast, Rich Feedback to Enhance Student Learning and Satisfaction (2010, background): “The evidence for this comes from the students’ performance on a well established Statics concept inventory developed at the Carnegie Mellon University (Steif and Dantzler, 2005).”
Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class (2010, background): “One question pair was identical between years (restriction enzymes) but the rest were isomorphic variants between years, matched by topic and presentation (Smith et al., 2009).”
Engaging Students to Learn Through the Affective Domain: A new Framework for Teaching in the Geosciences (2011, background): “…for mutual benefit) that provide structured opportunities in class for students to discuss concepts and course content with each other, and have been shown to be effective for improving both student learning and attitudes (Crouch and Mazur, 2001; McConnell et al., 2006; Smith et al., 2009).”
The Dynamic Relationship between Context, Curriculum, and Student Learning: A Case for Inclusive Education as a Research-Based Practice (2008, background): “material (Smith et al., 2009) simply cannot be replicated”
Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice (2016, background): “Over the course of a semester, Smith et al. (2009) had students participate in five clicker questions per class, during which they were encouraged to discuss questions with their classmates3.”
Students’ Misconceptions and Other Difficulties in Introductory Programming (2017, background): “PI has been tested in different STEM fields and is considered a promising way to find challenges students face and improve their conceptual understanding (Crouch and Mazur 2001; Simon et al. 2010; Smith et al. 2009).”
Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. (2012, background): “However, several authors have offered suggestions for best practices with clicker technology (Beatty et al., 2006; Caldwell, 2007; Smith et al., 2009; Wieman et al., 2008), including posing formative assessment questions at higher cognitive levels and socially mediated conditions for learning such a”
The Social Brain, Language, and Goal-Directed Collective Thinking: A Social Conception of Cognition and Its Implications for Understanding How We Think, Teach, and Learn (2013, background): ““Co-construction” would also explain findings such as those of Smith et al. (2009), who reported that peer discussion among undergraduates enhanced their understanding of scientific concepts even when none of the individual participants initially had the requisite knowledge.”
Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology. (2009, background): “These results are consistent with previous studies that demonstrate the efficacy of peer instruction facilitated by clickers to promote student learning (Crouch and Mazur, 2001; Freeman et al., 2007; Smith et al., 2009).”
Collaborative Learning in Engineering Students: Gender and Achievement (2011, background): “Although Vygotsky often spoke of collaboration as a teaching-learning phenomenon, it has been further researched as a learner-to-learner activity (Mercer, 1996), where a more competent peer might scaffold the learning of a classmate (Webb, 1989; Webb & Mastergeorge, 2003) or peers at similar levels ”
Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report (2014, neutral): “This may also encourage students’ metacognition— solidifying their thinking and helping them to recognize shortcomings in their knowledge and reasoning (Chi et al., 1994; Lyman, 1996; Smith et al., 2009; Tanner, 2009).”