帮助学生通过与同伴反思学习有效的解决问题策略
Helping students learn effective problem solving strategies by reflecting with peers
摘要：
我们描述了一项研究中，介绍物理学的学生从事与同龄人有关的问题解决的反思。200名学生参加的物理导论课的背诵被分为“同伴反思”组和传统组。在每周的复习课上，PR组的学生分成小组，从家庭作业中选择问题进行反思，并讨论为什么有些学生的解决方案比其他学生使用更好的解决问题策略。研究生和本科生助教（TA）在公关组复习提供指导和辅导，以帮助学生学习有效的解决问题的技巧。在传统小组的复习课上，学生们有机会在每周测验之前向研究生助教询问有关家庭作业的问题。传统的小组复习测验问题类似于PR小组复习中为“同伴反思”选择的家庭作业问题。作为衡量这种干预的影响的一项措施，我们调查了学生们绘制图表以帮助解决问题的可能性。在只有多项选择题的期末考试中，公关组比传统组在更多的问题上画了图表，即使这样做没有外部奖励。由于在草稿本上画图表没有部分学分，学生画图表不仅仅是为了获得所示努力的学分，如果他们画了图表，他们必须重视图表在解决问题中的作用。我们还发现，无论学生属于传统组还是PR组，那些为多项选择题画更多图表的学生的表现都优于那些没有画图表的学生。
英文摘要：
We describe a study in which introductory physics students engage in reflection with peers about problem solving. The recitations for an introductory physics course with 200 students were broken into the "Peer Reflection" (PR) group and the traditional group. Each week in recitation, students in the PR group reflected in small teams on selected problems from the homework and discussed why solutions of some students employed better problem solving strategies than others. The graduate and undergraduate teaching assistants (TAs) in the PR group recitations provided guidance and coaching to help students learn effective problem solving heuristics. In the recitations for the traditional group, students had the opportunity to ask the graduate TA questions about the homework before they took a weekly quiz. The traditional group recitation quiz questions were similar to the homework questions selected for "peer reflection" in the PR group recitations. As one measure of the impact of this intervention, we investigated how likely students were to draw diagrams to help with problem solving. On the final exam with only multiple-choice questions, the PR group drew diagrams on more problems than the traditional group, even when there was no external reward for doing so. Since there was no partial credit for drawing the diagrams on the scratch books, students did not draw diagrams simply to get credit for the effort shown and must value the use of diagrams for solving problems if they drew them. We also find that, regardless of whether the students belonged to the traditional or PR groups, those who drew more diagrams for the multiple-choice questions outperformed those who did not draw them.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
