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Facultad de Química, UNAM
Revista
Repositorio
Contacto
Revistas UNAM. Dirección General de Publicaciones y Fomento Editorial, UNAM en revistas@unam.mx
Herzer Griebeler, Cassiana, et al. (2024). Peer instruction in chemistry classes: systematic review on contributions and possibilities. Educación Química; Vol. 35 Núm. 4, 2024; 108-126. Recuperado de https://repositorio.unam.mx/contenidos/4159075
Autor(es)
Herzer Griebeler, Cassiana; Passos, Camila Greff; Selvero Pazinato, Maurícius
Tipo
Artículo de Investigación
Área del conocimiento
Biología y Química
Título
Peer instruction in chemistry classes: systematic review on contributions and possibilities
Fecha
2024-10-29
Resumen
This work provides a mapping of studies concerning Peer Instruction (PI) in the teaching of chemistry. To this end, a systematic review was undertaken of how PI has been implemented and investigated in chemistry classes, as well as the impact of PI on the learning outcomes of students. The review covers the period from 1991 to 2022. The reported studies were mainly conducted at higher education institutions, at public universities in England, Turkey, the USA, and Brazil. In chemistry courses, the PI method was implemented in subareas such as general chemistry, physical chemistry, and analytical chemistry. Some studies adapted PI to online courses, while others compared different types of peer groups and investigated the influence of different factors on PI, such as pre-class reading and showing live voting results. The effectiveness of PI varied depending on the way it was implemented, such as in peer grouping, online activities, or presential classes. The outcomes of PI in chemistry classes have mainly been monitored by means of the perceptions of the students, with performance in answering conceptual questions frequently being used as an assessment tool. This review found only a few studies concerning PI in chemistry, particularly in high school chemistry classes. Additionally, pre-class activities were not widely employed. Most of the articles utilized quantitative analysis and indicated positive outcomes for the learning process.
Tema
Active Methodology; Interactive Methods; Chemistry Teaching; Chemical Educational; metodología activa; educación química; enseñanza de la química; métodos interactivos
Idioma
spa
ISSN
ISSN electrónico: 1870-8404; ISSN impreso: 0187-893X
