同伴教学：比较点击器和抽认卡
Peer Instruction: Comparing Clickers to Flashcards
摘要：
同伴教学（Peer Instruction，PI）是由埃里克·马祖尔（Eric Mazur）于1997年在哈佛大学提出的一种以学生为中心的教学方法。该方法受到科学界的欢迎，并被大量的学院和大学采用，原因之一是它的常识方法和记录的有效性。在PI中，任何给定课程的进展都取决于学生对概念测试的实时反馈结果：多项选择概念问题。在20世纪90年代初，学生们使用抽认卡来回答概念测试。然后，教师将估计学生持有每一种替代概念的比例。几年后，马祖尔开始使用无线手持设备-俗称点击器-取代抽认卡。以前在大学教室里使用点击器的用户报告了诸如出勤率增加和自然减员率降低等益处（Owens等人，2004; Lopez-Herrejon & Schulman，2004）。本文实证测量的具体贡献的点击器的概念学习和传统的解决问题的技能相比，低预算的抽认卡。结果表明，点击器不提供任何学习优势相比，抽认卡。然而，从教学的角度来看，响片提供了许多优势，应该加以考虑。
英文摘要：
Peer Instruction (PI) is a student-centered instructional approach developed at Harvard by Eric Mazur (1997). The method has been welcomed by the science community and adopted by a large number of colleges and universities, due among other reasons to its common sense approach and its documented effectiveness. In PI, the progression of any given class depends on the outcome of real-time student feedback to ConcepTests: multiple-choice conceptual questions. In the early 1990s, students responded to ConcepTests using flashcards showing their answer. Instructors would then estimate the proportion of students holding each alternative conception. A few years later Mazur began using wireless handheld devices - colloquially called clickers- to replace the flashcards. Previous users of clickers in university classrooms had reported benefits such as increased rates of attendance and decreased rates of attrition (Owens et al., 2004; Lopez-Herrejon & Schulman, 2004). This paper empirically measures the specific contribution of clickers to conceptual learning and traditional problem solving skills as compared to low-budget flashcards. Results show that clickers do not provide any learning advantage when compared to flashcards. Nevertheless, clickers offer many advantages from a teaching perspective which should be considered.
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。
