Effectiveness of group interaction on conceptual standardized test performance

Abstract

We analyze the effectiveness of working in pairs on the Conceptual Survey of Electricity and Magnetism test in a calculus-based introductory physics course. The group performance shows large normalized gain and evidence for co-construction. We discuss the effect of pairing students with different individual achievements.

4 pages, submitted to proceedings of PER conference, 2002, Boise

Cited by in corpus (8)

• Do evidence-based active-engagement courses reduce the gender gap in introductory physics?
• Exploring Pedagogical Content Knowledge of Physics Instructors and Teaching Assistants Using the Force Concept Inventory
• Do students benefit from drawing productive diagrams themselves while solving introductory physics problems? The case of two electrostatic problems
• Peer interaction facilitates co-construction of knowledge in quantum mechanics
• Exploring one aspect of pedagogical content knowledge of teaching assistants using the Conceptual Survey of Electricity and Magnetism
• Impact of evidence-based flipped or active-engagement non-flipped courses on student performance in introductory physics
• Using Unguided Peer Collaboration to Facilitate Early Educators' Pedagogical Development: An Example from Physics TA Training
• Closing the Gap between Teaching and Assessment