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Characterizing Software Engineering Students' Discussions during Peer Instruction : Opportunities for Learning and Implications for Teaching

Adawi, Tom, 1970 (författare)
Chalmers University of Technology, Sweden,Chalmers tekniska högskola
Burden, Håkan (författare)
Viktoria Swedish ICT,IT-forskningsinstitutet Viktoria AB,RISE,Viktoria
Olsson, Dennis (författare)
Gothenburg University,Göteborgs universitet,Institutionen för pedagogik, kommunikation och lärande,Department of Education, Communication and Learning,University of Gothenburg, Sweden
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Mattiasson, Rickard (författare)
Gothenburg University,Göteborgs universitet,Institutionen för pedagogik, kommunikation och lärande,Department of Education, Communication and Learning,University of Gothenburg, Sweden
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 (creator_code:org_t)
2016
2016
Engelska.
Ingår i: International Journal of Engineering Education. - 0949-149X. ; 32:2, s. 927-936
Relaterad länk:
https://urn.kb.se/re...
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https://research.cha...
https://gup.ub.gu.se...
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  • Tidskriftsartikel (refereegranskat)
Abstract Ämnesord
Stäng  
  • Peer instruction is a method for activating students during lectures, which has gained a considerable amount of attention in higher education due to claims of dramatic improvement in learning gains. The purpose of this qualitative research study is to investigate what types of discussions engineering students engage in during a peer instruction session and what learning possibilities that are enabled by these different types of discussions. We observed twelve students during six separate and simulated peer instruction sessions and the students were interviewed individually after the sessions.Ananalysis of the data revealed that the students engaged in three qualitatively different types of discussions: affirmative discussions, motivating discussions, and argumentative discussions. We characterize these different types of discussions in terms of the number of alternative answers the students discuss, the extent to which they draw on prior knowledge and experiences, as well as the fundamental difference between an explanation and an argument. A good opportunity for learning is opened up when students are aspiring to find the truth, not simply being satisfied with what they believe to be true. We conclude that students do not always engage in discussions that support their learning in the best way, and we discuss implications for using peer instruction as a teaching method.

Ämnesord

NATURVETENSKAP  -- Data- och informationsvetenskap (hsv//swe)
NATURAL SCIENCES  -- Computer and Information Sciences (hsv//eng)
SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)
SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)
SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)
SOCIAL SCIENCES  -- Educational Sciences -- Pedagogical Work (hsv//eng)
NATURVETENSKAP  -- Data- och informationsvetenskap -- Systemvetenskap, informationssystem och informatik (hsv//swe)
NATURAL SCIENCES  -- Computer and Information Sciences -- Information Systems (hsv//eng)

Nyckelord

Argumentation
Learning possibilities
Peer instruction
Software designs
UML diagrams
Education
Software design
Software engineering
Students
Higher education
Qualitative research
Software engineering students
Teaching methods
Engineering education
peer instruction
learning possibilities
argumentation
software designs
UML diagrams

Publikations- och innehållstyp

ref (ämneskategori)
art (ämneskategori)

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