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Peer instruction in chemistry education: Assessment of students' learning strategies, conceptual learning and problem solving.

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Title: Peer instruction in chemistry education: Assessment of students' learning strategies, conceptual learning and problem solving.
Authors: GOK, Tolga1 gok.tolga@gmail.com, GOK, Ozge2 osolak.solak@gmail.com
Source: Asia-Pacific Forum on Science Learning & Teaching. 2016, Vol. 17 Issue 1, p78-98. 21p.
Subject Terms: *Chemistry education, *Learning strategy instruction, *Problem solving, *Cognitive learning, *Critical thinking
Abstract: The aim of this research was to investigate the effects of peer instruction on learning strategies, problem solving performance, and conceptual understanding of college students in a general chemistry course. The research was performed students enrolled in experimental and control groups of a chemistry course were selected. Students in the experimental group instructed with peer instruction, while students in the control group instructed by conventional instruction. The research data were collected with chemistry achievement test, learning strategy survey, an examination, and student evaluation questionnaire. The results revealed that the students' conceptual understanding, learning strategies, and problem solving performance in the experimental group improved significantly relative to the students in the control group. The students also changed their perspective on comprehending a concept and solving a problem and enhanced their learning strategies (cognitive/metacognitive strategies and resource management strategies) with peer instruction in the experimental group. [ABSTRACT FROM AUTHOR]
Copyright of Asia-Pacific Forum on Science Learning & Teaching is the property of Asia-Pacific Forum on Science Learning & Teaching and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Peer instruction in chemistry education: Assessment of students' learning strategies, conceptual learning and problem solving.
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  Data: <searchLink fieldCode="AR" term="%22GOK%2C+Tolga%22">GOK, Tolga</searchLink><relatesTo>1</relatesTo><i> gok.tolga@gmail.com</i><br /><searchLink fieldCode="AR" term="%22GOK%2C+Ozge%22">GOK, Ozge</searchLink><relatesTo>2</relatesTo><i> osolak.solak@gmail.com</i>
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  Data: <searchLink fieldCode="JN" term="%22Asia-Pacific+Forum+on+Science+Learning+%26+Teaching%22">Asia-Pacific Forum on Science Learning & Teaching</searchLink>. 2016, Vol. 17 Issue 1, p78-98. 21p.
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  Data: *<searchLink fieldCode="DE" term="%22Chemistry+education%22">Chemistry education</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategy+instruction%22">Learning strategy instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+learning%22">Cognitive learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The aim of this research was to investigate the effects of peer instruction on learning strategies, problem solving performance, and conceptual understanding of college students in a general chemistry course. The research was performed students enrolled in experimental and control groups of a chemistry course were selected. Students in the experimental group instructed with peer instruction, while students in the control group instructed by conventional instruction. The research data were collected with chemistry achievement test, learning strategy survey, an examination, and student evaluation questionnaire. The results revealed that the students' conceptual understanding, learning strategies, and problem solving performance in the experimental group improved significantly relative to the students in the control group. The students also changed their perspective on comprehending a concept and solving a problem and enhanced their learning strategies (cognitive/metacognitive strategies and resource management strategies) with peer instruction in the experimental group. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Asia-Pacific Forum on Science Learning & Teaching is the property of Asia-Pacific Forum on Science Learning & Teaching and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Code: eng
        Text: English
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      – SubjectFull: Chemistry education
        Type: general
      – SubjectFull: Learning strategy instruction
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      – SubjectFull: Problem solving
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      – SubjectFull: Cognitive learning
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      – SubjectFull: Critical thinking
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      – TitleFull: Peer instruction in chemistry education: Assessment of students' learning strategies, conceptual learning and problem solving.
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              Text: 2016
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