Implementation of Peer Instruction in General Physics courses: systematization of an experience in the Technological Institute of Costa Rica

One of the biggest challenges that science teachers face is that students understand the subject they explain in class. It is common to hear in conversations among teachers about how their students fail in a test on very similar question, or even the same, to the one that have been discussing in cla...

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Autores principales: Murillo-Quirós, Natalia, Hernández-Campos, Mónica
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Profesores de Física de la Argentina 2018
Materias:
Active learning
Peer instruction results
Physics teaching
Aprendizaje activo
Resultados instrucción entre pares
Enseñanza de la física
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22735
Aporte de:
Revista de Enseñanza de la Física de Universidad Nacional de Córdoba
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spelling I10-R316-article-227352024-03-04T21:49:33Z Implementation of Peer Instruction in General Physics courses: systematization of an experience in the Technological Institute of Costa Rica Implementación de instrucción entre pares en cursos de Física General: sistematización de una experiencia en el Instituto Tecnológico de Costa Rica Murillo-Quirós, Natalia Hernández-Campos, Mónica Active learning Peer instruction results Physics teaching Aprendizaje activo Resultados instrucción entre pares Enseñanza de la física One of the biggest challenges that science teachers face is that students understand the subject they explain in class. It is common to hear in conversations among teachers about how their students fail in a test on very similar question, or even the same, to the one that have been discussing in class. Due to this widespread concern people have questioned the effectiveness of traditional teaching methods (lectures), and instead have proposed different active learning methodologies in which the traditional role of both teacher and student is transformed. In this context, the Peer Instruction (PI) technique has been shown to be practical and easily adaptable to the reality of different courses, for which it was adopted by some General Physics teachers at the Instituto Tecnológico de Costa Rica (TEC).This paper will present the way in which the Peer Instruction technique was used for “Physics I”, a university introductory course for engineering and architecture students, and we will show some quantitative and qualitative results obtained during its application. Uno de los mayores retos que enfrentan los docentes de ciencias es el de que los alumnos comprendan la ma-teria que explican en clase, es común escuchar en conversaciones entre profesores sobre cómo sus estudiantes fallan en preguntas muy similares, o inclusive iguales, a la que se había discutido en clase. Debido a esta ex-tendida inquietud se ha cuestionado la eficacia de los métodos tradicionales de enseñanza, por ende, de la clase magistral, y en su lugar se han propuesto diferentes metodologías activas de aprendizaje en las que se transforma el papel tradicional tanto del profesor como del alumno. En este contexto la técnica de instrucción entre pares se ha mostrado práctica y fácilmente adaptable a la realidad de distintos cursos, por lo que fue adoptada por algunos profesores de física en el Instituto Tecnológico de Costa Rica (TEC). En este trabajo se presentará la forma en que se usó la técnica de instrucción entre pares para Física I, curso universitario intro-ductorio para estudiantes de ingeniería y arquitectura, y se mostrarán algunos resultados, cuantitativos y cuali-tativos, obtenidos durante su aplicación. Asociación de Profesores de Física de la Argentina 2018-12-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22735 10.55767/2451.6007.v30.n2.22735 Journal of Physics Teaching; Vol. 30 No. 2 (2018): July - December; 49-58 Revista de Enseñanza de la Física; Vol. 30 Núm. 2 (2018): Julio - Diciembre; 49-58 Revista de Enseñanza de la Física; v. 30 n. 2 (2018): Julho - Dezembro; 49-58 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22735/22345 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22735/22366 Derechos de autor 2018 Natalia Murillo-Quirós, Mónica Hernández-Campos http://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-316
container_title_str Revista de Enseñanza de la Física
language Español
format Artículo revista
topic Active learning
Peer instruction results
Physics teaching
Aprendizaje activo
Resultados instrucción entre pares
Enseñanza de la física
spellingShingle Active learning
Peer instruction results
Physics teaching
Aprendizaje activo
Resultados instrucción entre pares
Enseñanza de la física
Murillo-Quirós, Natalia
Hernández-Campos, Mónica
Implementation of Peer Instruction in General Physics courses: systematization of an experience in the Technological Institute of Costa Rica
topic_facet Active learning
Peer instruction results
Physics teaching
Aprendizaje activo
Resultados instrucción entre pares
Enseñanza de la física
author Murillo-Quirós, Natalia
Hernández-Campos, Mónica
author_facet Murillo-Quirós, Natalia
Hernández-Campos, Mónica
author_sort Murillo-Quirós, Natalia
title Implementation of Peer Instruction in General Physics courses: systematization of an experience in the Technological Institute of Costa Rica
title_short Implementation of Peer Instruction in General Physics courses: systematization of an experience in the Technological Institute of Costa Rica
title_full Implementation of Peer Instruction in General Physics courses: systematization of an experience in the Technological Institute of Costa Rica
title_fullStr Implementation of Peer Instruction in General Physics courses: systematization of an experience in the Technological Institute of Costa Rica
title_full_unstemmed Implementation of Peer Instruction in General Physics courses: systematization of an experience in the Technological Institute of Costa Rica
title_sort implementation of peer instruction in general physics courses: systematization of an experience in the technological institute of costa rica
description One of the biggest challenges that science teachers face is that students understand the subject they explain in class. It is common to hear in conversations among teachers about how their students fail in a test on very similar question, or even the same, to the one that have been discussing in class. Due to this widespread concern people have questioned the effectiveness of traditional teaching methods (lectures), and instead have proposed different active learning methodologies in which the traditional role of both teacher and student is transformed. In this context, the Peer Instruction (PI) technique has been shown to be practical and easily adaptable to the reality of different courses, for which it was adopted by some General Physics teachers at the Instituto Tecnológico de Costa Rica (TEC).This paper will present the way in which the Peer Instruction technique was used for “Physics I”, a university introductory course for engineering and architecture students, and we will show some quantitative and qualitative results obtained during its application.
publisher Asociación de Profesores de Física de la Argentina
publishDate 2018
url https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22735
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AT hernandezcamposmonica implementationofpeerinstructioningeneralphysicscoursessystematizationofanexperienceinthetechnologicalinstituteofcostarica
AT murilloquirosnatalia implementaciondeinstruccionentreparesencursosdefisicageneralsistematizaciondeunaexperienciaenelinstitutotecnologicodecostarica
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first_indexed 2024-09-03T20:39:14Z
last_indexed 2024-09-03T20:39:14Z
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