Why Peer Discussion Improves Student Performance on In-Class Concept Questions

Smith, M. K., Wood, W. B., Adams, W. K., Wieman, C., Knight, J. K., Guild, N., & Su, T. T. (2009). Why Peer Discussion Improves Student Performance on In-Class Concept Questions. Science, 323(5910), 122-124.

Type

Journal article

Intellectual base

Primary research

Year

2009

DOI

10.1126/science.1165919

Link

https://doi.org/10.1126/science.1165919

Cited by

1 citation across 1 artifact.

Domain-specific

• Peer Learning
  • Smith and colleagues' genetics experiment showed learning on an isomorphic question after peer discussion even when no group member initially held the correct answer, supporting co-construction rather than simple answer copying.

Verification

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