一种修改后的同伴教学协议：同伴教学与教师教学的对比
A modified peer instruction protocol: peer versus teacher's instruction
AI总结：
本研究修改了同伴教学协议，取消对首题的重新投票并采用相似而非同构的题对，通过 Hake 归一化增益和统计检验，比较了该协议下同伴教学与教师教学在 Lenz 定律问题上的有效性。
摘要：
Peer Instruction (PI) 由 Mazur 引入，旨在帮助学生在讲座中学习物理概念。除物理学外，PI 也已被其他 STEM 领域采用。在这种方法中，学生在听取一个概念后，先单独回答一个相关问题。在再次对同一问题进行个人投票之前，他们被要求在同伴讨论中说服他人自己的答案是正确的。同伴讨论后正确答案的比例通常会上升。然而，Smith 等人指出，这种提升可能是由于抄袭，而非学生真正学会了如何正确推理。为排除抄袭因素，Smith 等人修改了 Mazur 的 PI 协议，在学生对第一个问题 Q1 重新投票后，增加了一个第二个问题 Q2。Q2 与 Q1 是“同构”的，意味着它需要应用相同的概念，但“背景故事”不同。Q1 的答案直到对 Q2 进行个人投票之后才公布。在此，我们通过取消对 Q1 的重新投票，简化了 Smith 等人的 PI 协议。此外，我们的 Q1 和 Q2 是相似的，即问题相同但给出的部分信息不同。因此，我们的 PI 协议与 Mazur 的相同，只是讨论前后的题目并不完全相同。我们使用 Hake 归一化增益和统计检验，针对涉及 Lenz 定律的一对相似问题，比较了我们协议中 PI 与 teacher's instruction (TI) 的有效性。
英文摘要：
Peer Instruction (PI) was introduced by Mazur to help students learn physics concepts during lectures. Besides physics, PI has also been adopted in other STEM fields. In this approach, students answer a related question individually after a concept has been presented. Before they revote on the same question individually, they are asked to convince others their answer is correct during peer discussion. The percentage of correct answer typically increased after peer discussion. However, Smith et al. highlighted that the improvement may be due to copying, not because students actually learned how to reason correctly. To exclude copying, Smith et al. modified Mazur's PI protocol by adding a second question Q2 after the students revote on the first question Q1. Q2 is 'isomorphic' to Q1, meaning that it requires the application of the same concept but the 'cover story' is different. The answer to Q1 is not revealed until after the individual vote on Q2. Here, we simplify Smith et al.'s PI protocol by removing the revote on Q1. Moreover, our Q1 and Q2 are similar, i.e. the same but some information given is different. Our PI protocol is thus the same as Mazur's, except the pre and post discussion questions are not exactly the same. We compare the effectiveness of PI, in our protocol, to teacher's instruction (TI) for a pair of similar questions, involving Lenz's law, using Hake's normalized gain and a statistical test.
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。
