• Journal of Science Education
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• v.42 no.3
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• pp.352-370
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• 2018

The purpose of this study is to explore how Peer Instruction can continuously help improve third-grade students' participation and their ability to debate in Science classes. There were multiple-choice questions relating to the discussions and debating class and Peer Instruction of the entire third grade Science curriculum which had been applied for six months. Also, after looking into the class participation and the debating ability, there was a degree of increase. As a result, there were five areas in class participation which are class preparation, class activity, expressing oneself, class expansion, and class dedication; all have statistically significant effects on the six areas of the discussion skill: logic, analytical skill, listening skill, receptiveness, regularity, and initiative. As it shows, both of these areas show a significant statistical effect on the application of Peer Instruction and confirmed to have a positive influence on the change in the participation and the discussion skills.

• The Mathematical Education
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• v.52 no.4
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• pp.465-481
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• 2013

In this study, 27 pre-service teachers presented virtual mathematics instruction to develop his/her own teaching practice ability. I found several attributes in their virtual mathematics instruction such as connecting contents, asking justification, encouraging students' communication, representing variously, and using ICT etc. These will be the characteristics of the future mathematics class. When peer pre-service teachers assess presenter's instruction quantitatively, there are differences in the results between expert and pre-service teachers. Pre-service teachers didn't find the elements of student self assessment or group assessment and communication activities at the virtual instruction. When they assess peers' virtual instruction qualitatively, the results are specific or new ones compared with the quantitative assessment elements. Thus I suggested some implications for the mathematics pre-service teachers' virtual instruction in the view of teacher education.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.117-139
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• 2012

This study compared the cognitive conflict on peer instruction concerning the level of difficulty in question, between middle school science gifted students and non-gifted students. For the study, 35 the 7th grade science-gifted students in the organization affiliated with Science Education Institute for the Gifted in Seoul and Gyeong-gi province, and 14 the 8th grade science-gifted students, and 71 the 8th grade students. They performed peer instruction on propagation of straight light and composition of light and then, discussed three concept problems. After discussing the students took paper pencil test about changing levels of cognitive conflict. Regardless of the level of difficulty in question, the science-gifted students showed meaningful decreased figures on cognitive re-evaluation factors after peer-discussion. They trusted their peers, so during discussion, they explained their concepts. Furthermore discussion process enabled them to do reflective thinking. consequently, discord of students dropped, and total figures of cognitive conflict also declined. Science-gifted students have a tendency to worry lower than general students, though they felt anxiety as difficulty of the problems after peer-discussion. Through peer-discussion, science-gifted students presented statically decreased anxiety factors. By means of analyzed results of changing cognitive conflict of science-gifted students, developing and adapting strategies of cognitive conflict considering learner characteristics of science-gifted students is needed.

• The Journal of Korean Association of Computer Education
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• v.9 no.6
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• pp.1-10
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• 2006

This study introduced a peer tutoring in computer education for the purpose of overcoming the individual differences. Two research problems were investigated. The first is to confirm the effect of the peer tutoring on academic achievement, and the second is to compare the effects of the peer tutoring under the two different pair composition: friendship-based vs ability-based. All of the students of three classrooms in a middle school were included in this experimental research. The results showed no significant difference between the peer tutoring and the teacher instruction. However, the peer tutored group showed higher achievements than the other group, so we could confirm the positive effect of the peer tutoring. At the beginning, the friendship-based pair group showed a significantly higher achievement than the ability-based pair group, but as times go on the friendship effect was gradually diminished.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.75-95
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• 2011

The purpose of this study was to evaluate a group activity, reciprocal peer tutoring (RPT), in order to investigate advantages and challenges of RPT in promoting cooperative and collaborative learning environment for EFL University reading instruction. The participants in this study were 89 students taking an English reading course at a Korean university. RPT is a learning strategy whereby learners help each other and learn by teaching. This program was supported by a Vygotskyan perspective which assumes that learners gain mastery and develop cognitive skills through social interaction with more proficient others and their environment. This study relied particularly on participant perceptions through questionnaire survey and Anonymous Online class Report of the course. This study showed various advantages for tutors such as learning through teaching and becoming more autonomous and responsible for their own learning. Non-threatening and highly motivating learning atmosphere are parts of benefits for tutees. Other advantages for tutees included improved level of academic self-confidence, and motivation. This study also revealed several drawbacks associated with the problem of inaccuracy in students' production and students' demand for more direct teacher role. (182 words).

• Journal of Science Education
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• v.37 no.1
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• pp.186-202
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• 2013

The purpose of this study is to develop and apply materials to teach about reflection of light by peer instruction. These which consist of both hands-on experiments and ConcepTests based on students' preconceptions found in previous researches are inducing active interaction between peers during instruction. Data from 29 university students were rate of correct answer of pre and post tests, results of conceptests before and after peer discussion, homework for strengthening their conceptual changes, and RTOP result for analysis of learners' perception about this method. Learners' preconceptions on reflection of light and position of image are changed effectively into scientific concepts. And they evaluate this teaching method helps conceptual understanding and interaction of an instructor and learners.

• Journal of Science Education
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• v.38 no.1
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• pp.182-195
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• 2014

Ray drawing in geometrical optics is an effective method for visible imagery of light. In this study, we developed peer instruction materials for in-service teachers' training concepts on the refraction of light including drawing rays. And then we applied these programs to 29 pre-service teachers and 21 in-service primary teachers and evaluated the degree of conceptual change in correct points from the pretest and the post one. As a result of pretesting, in spite of experiences for learning this topic in elementary and secondary education courses, most participants in the study did not well understand the path of refracted light before instructions. However, the result of post testing after the application of peer instruction materials shows that they have practiced ray drawing, which is helping visible imagery. Accordingly, in learning geometrical optics, we suggest that peer instruction with ray drawing activity for teachers' training program would be effective. We also suggest that similar approaches would be applied to other context.

• The Mathematical Education
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• v.55 no.4
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• pp.503-522
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• 2016

The purpose of this study is to investigate the effects of peer-to-peer relay feedback strategy on achievement in mathematical problem solving and mathematical communication ability. The experimental instruction was given to 99 students. They were divided into two groups. In this research a strategy of peer-to-peer relay feedback is developed. To enhance lateral communication, students were instructed according to the strategy to read open-type problems, to write mathematical ideas individually and to share their ideas and get feedback in relay method with peers within a small subgroup. The results are as follows. 1) Mathematics achievement assessments were carried six times in the cleanup phases of the class. There was no difference at the 1st test. 2) The second t-test of mathematical communication abilities showed that there was meaningful difference and that peer-to-peer relay feedback was effective. But there was no difference on reading. 3) Peer-to-peer relay feedback strategy has a positive impact.

• School Mathematics
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• v.12 no.2
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• pp.177-191
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• 2010

Small Group Collaborative Instruction in school settings has been endorsed by many educational experts over the years. Some studies found that learners greatly benefit from one another through communication and interaction with their peers. These studies previously indicated improvement of a learner‘s academic ability as well as the application of the affective domain when using this type of instruction. Lower-level students with limited mathematical abilities improved their problem-solving and conceptual thinking skills when tasked to work with other learners. On the other hand, the effectiveness of this process was questioned to be less evident with higher-level performers. Therefore, this study was designed to observe the efficacy of Small Group Collaborative Instruction on higher-level students and to explore their learning process as they interact with and teach lower-level students. This study observed that higher-level students use high-level mathematical thinking skills when helping lower-level students, and they improved problem-solving ability as well as communication skills.

• English Language & Literature Teaching
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• v.11 no.2
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• pp.51-66
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• 2005

This study investigates the feasibility of incorporating student evaluations of peer review interactions into the course grade for an EFL writing course. The use of such evaluations offers a way to grade the process of writing more directly than using writing portfolios alone. Moreover, evaluating peer review interactions highlights the social aspect of writing, which is valuable in the current post-process climate in writing instruction. The 18 members of a semester-long EFL writing course at a Korean university were trained in peer response for one half of a semester; then performed evaluations of peer review interactions during the second half of the semester as part of their writing course. Student evaluations were examined to reveal whether any bias occurred due to relative age, gender, major, or question type. The results revealed no such biases. Therefore, it is suggested that students are capable of providing fair evaluations of peers, which means the evaluations can be factored into the course grade in order to evaluate the social aspect of the writing process.