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A5: Just like femtosecond laser micromachining, it was a coincidence. We reported on the collision between a truck and a light vehicle. And I remember being shocked by the students’ wrong answers. So I used free body diagrams, covered the board with equations, and tried to explain the answer to the question. And I simply said, “According to Newton’s third law, these two forces are the same.” It was obvious to me, but I could see the confusion on their faces. So I asked them what they were confused about. However, they were unable to verbalize their confusion. I didn’t know what to do at that point, but I knew that some students had given the correct answer. So I said to my students, “Why don’t we talk to each other?” There were 250 students in my class at the time, and they all started talking to each other. They forgot about me in front of the class. But what really surprised me was that he figured it out within 3 minutes, whereas it took me tens of minutes and still didn’t work. At first, I wondered how that was possible. However, students who know the answer, because they have just learned it, are still aware of the conceptual difficulties that novice students face, and are therefore more likely to help other students than Professor Mazur at the front of the class. I realized that I was in a position to do so. I forgot about these difficulties for a long time. This is essentially the basic idea of peer instruction. From that moment on, I started teaching by asking questions instead of teaching. I ask a question, get students to think about it, promise an answer, then look for a student with a different answer and try to convince that student that they are wrong. And the methodology quickly spread. He has demonstrated that using this approach doubles, and even triples, the learning effect in the classroom. Once people found out about what I was doing in class, they asked me to give a lecture on it, and I ended up writing a book about peer instruction, and at that point it just snowballed. One of the important features of peer instruction is active learning. In other words, learning does not occur passively. You can’t learn to play the piano by watching someone else play it. you have to play the piano. In fact, I don’t think you can learn anything just by watching and listening. I think the legacy of peer instruction is that it has enabled many instructors around the world to switch from a passive learning approach to an active learning approach. There are currently many ways to introduce active learning into the classroom, including team-based learning, problem-based learning, and project-based learning. Peer instruction is just one form of active learning. But I think the reason peer instruction has been so important in transforming education is because it’s so easy to implement. It can be installed in lecture halls without the need to change the learning space. I think that was probably one of the keys to the success of peer instruction.
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