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Asia-Pacific Forum on Science Learning and Teaching, Volume 18, Issue 2, Article 9 (Dec., 2017) |
Al- Hebaishi, S. M. (2017). The effect of peer instruction method on pre-service teachers’ conceptual comprehension of methodology course. Journal of Education and Learning, 6(3), 70-82.
Antwi, V., Raheem, K., & Aboagye, K. (2016). The impact of peer instruction on students' conceptual understanding in mechanics in central region of Ghana. European Journal of Research and Reflection in Educational Sciences, 4(9), 54-69.
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Brady, M., Seli, H., & Rosenthal, J. (2013). Clickers and metacognition: A quasi-experimental comparative study about metacognitive self-regulation and use of electronic feedback devices. Computers & Education, 65, 56-63.
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Brooks, B. B. J., & Koretsky, M. D. M. (2011). The influence of group discussion on students responses and confidence during peer instruction. Journal of Chemical Education, 88(11), 1477-1484.
Bruck, A. D., & Towns, M. H. (2009). Analysis of classroom response system questions via four lenses in a general chemistry course. Chemistry Education Research and Practice,10(4),
291-295.Butchart, S., Handfield, T., & Restall, G. (2009). Using peer instruction to teach philosophy, logic, and critical thinking. Teaching Philosophy, 32, 1–40.
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Cortright, R. N., Collins, H. L., & DiCarlo, S. E. (2005). Peer instruction enhanced meaningful learning: Ability to solve novel problems. Advance in Physiology Education, 29, 107- 111.
Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69, 970-977.
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Durmont, A. (2013). Peer instruction to learn English. Conference Processing of ICT for Language Learning, 6th Conference Edition, Florence, Italy.
Edwards, B. I., Aris, B., Shukor, N. A., & Mohammed, H. (2015). Using response system through voting in peer instruction for learning sustainability. Jurnal Teknologi, 77(13), 147-157.
Fagen, A. P., Crouch, C. H., & Mazur, E. (2002). Peer instruction: Results from a range of classroom. The Physics Teacher, 40, 206-209.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS, 111(23), 8410-8415.
Giuliodori, M, J., Lujan, H., & DiCarlo, S. E. (2006). Peer instruction enhanced student performance on qualitative problem-solving questions. Advance in Physiology Education, 30, 168-173.
Gok, T. (2011). Using the classroom response system to enhance students’ learning and classroom interactivity. Eurasian Journal of Educational Research, 45, 49-68.
Gok, T. (2012a). The impact of peer instruction on college students’ beliefs about physics and conceptual understanding of electricity and magnetism. International Journal of Science and Mathematics Education, 10, 417-436.
Gok, T. (2012b). The effects of peer instruction on students’ conceptual learning and motivation. Asia-Pacific Forum on Science Learning and Teaching, 13(1), 1-17.
Gok, T. (2014). Peer instruction in the physics classroom: Effects on gender difference performance, conceptual learning, and problem solving. Journal of Baltic Science Education, 13(6), 776-788.
Gok, T. (2015). An investigation of students’ performance after peer instruction with stepwise problem-solving strategies. International Journal of Science and Mathematics Education, 13, 561-582.
Gok, T., & Gok, O. (2016). Peer instruction in chemistry education: Assessment of students' learning strategies, conceptual learning, and problem solving. Asia-Pacific Forum on Science Learning and Teaching, 17(1), 1-21.
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Harvey, N. C. (2013). The effects of peer instruction on ninth grade students' conceptual understanding of forces and motion. Unpublished master’s thesis, Louisiana State University, Baton Rouge, Louisiana.
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James, M. C. (2006). The effect of grading incentive on student discourse in peer instruction. American Journal of Physics, 74(8), 689-691.
James, M. C., & Willoughby, S. (2011). Listening to student conversations during clicker questions: What you have not heard might surprise you!. American Journal of Physics, 79(11), 123-132.
Jones, M. E., Antonenkot, P. D., & Greenwood, C. M. (2012). The impact of collaborative and individualized student response system strategies on learner motivation, metacognition, and knowledge transfer. Journal of Computer Assisted Learning, 28, 477–487.
Kalman, C. S., Milner-Bolotin, M., & Antimirova, T. (2010). Comparison of the effectiveness of collaborative groups and peer instruction in a large introductory physics course for science majors. Canadian Journal of Physics, 88, 325–332.
Knight, J. K., Wise, S. B., & Southard, K. M. (2013). Understanding clicker discussions: Student reasoning and the impact of instructional cues. CBE Life Sciences Education, 12(4), 645- 654.
Lasry, N. (2008). Clickers or flashcards: Is there really a difference? The Physics Teacher, 46, 242-244.
Lasry, N., Mazur, E., & Watkins, J. (2008). Peer instruction: From Harvard to the two-year college. American Journal of Physics, 76(11), 1066-1069.
Lasry, N., Charles, E. Whittaker, C., & Lautman, M. (2009). When talking is better than staying quiet. Physics Education Research Conference, 1179, 181-184.
Lasry, N., Watkins, J., Mazur, E., & Ibrahim, A. (2013). Response times to conceptual questions. American Journal of Physics, 81(9), 703-706.
Lasry, N., Charles, E., & Whittaker, C. (2016). Effective variations of peer instruction: The effects of peer discussions, committing to an answer, and reaching a consensus. American Journal of Physics, 84(8), 639-645.
Lenaerts, J., Wieme, W., & Zele, E. V. (2003). Peer instruction: A case study for an introductory magnetism course. European Journal of Physics, 24, 7-14.
Lindstrom, C., & Schell, J. (2013). Leveraging technology to enhance evidence-based pedagogy: A case study of peer instruction in Norway. Actas del VI Simposio: Las Sociedades ante el reto digital. Kapittel 1. 7-18.
Lorenzo, M., Crouch, C. H., & Mazur, E. (2006). Reducing the gender in the physics classroom. American Journal of Physics, 74(2), 118-122.
Lucas, A. (2009). Using peer instruction and i-clickers to enhance student participation in calculus. Problems, Resources, and Issues in Mathematics Undergraduate Studies, 19(3), 219-231.
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McCreary, C. L., Golde, M. F., & Koeske, R. (2006). Peer instruction in the general chemistry laboratory: Assessment of student learning. Journal of Chemical Education, 83(5), 804- 810.
McConnell, D. A., Steer, D. N., Owens, K. D., Knott, J. R., Horn, S. V., Borowski, W., Dick, J., Foos, A., Malone, M., McGrew, H., Greer, L., & Heaney, P. J (2006). Using conceptests to assess and improve student conceptual understanding in introductory geoscience course. Journal of Geoscience Education, 54(1), 61–68.
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Michinov, N., Morice, J., & Ferriéres, V. (2015). A step further in peer instruction: Using the stepladder technique to improve learning. Computers & Education, 91, 1-13.
Miller, K., Lasry, N., Lukoff, B., Schell, J., & Mazur, E. (2014). Conceptual question response times in peer instruction classroom. Physical Review Special Topics-Physics Education Research, 10(020113), 1-6.
Miller-Young, J. (2013). Using peer instruction pedagogy for teaching dynamics: Lessons learned from pre-class reading quizzes. Proceedings of the Canadian Engineering Education Association (CEEA13), QC: Montreal, Canada.
Miller, K., Schell, J., Ho, A., Lukoff, B., & Mazur, E. (2015). Response switching and self- efficacy in peer instruction classrooms. Physical Review Special Topics-Physics Education Research, 11(010104), 1-8.
Mora, G. (2010). Peer instruction and lecture tutorials equally improve student learning in introductory geology classes. Journal of Geoscience Education, 58(5), 286-296.
Morgan, J. T., & Wakefield, C. (2012). Who benefits from peer conversation? Examining correlations of clicker question correctness and course performance. Journal of College Science Teaching, 41(5), 51-56.
Morice, J., Michinov, N., Delaval, M., Sideridou, A., & Ferriéres, V. (2015). Comparing the effectiveness of peer instruction to individual learning during a chromatography course. Journal of Computer Assisted Learning, 31, 722-733.
Nicol, D, J., & Boyle, J. T. (2003). Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom. Studies in Higher Education, 28(4), 458-473.
Nielsen, K. L., Hansen-Nygard, G., & Stav, J. B. (2012). Investigating peer instruction: How the initial voting session affects students' experiences of group discussion. International Scholarly Research Network, 2012(290157), 1-8.
Nielsen, K. L., Hansen, G., & Stav, J. B. (2016). How the initial thinking period affects student argumentation during peer instruction: Students' experiences versus observations. Studies in Higher Education, 41(1), 124-138.
Nishimura, R., & Nitta, H. (2014). A peer-instruction-based physics lecture at high school in Japon. Proceedings of the 12th Asia Pacific Physics Conference, 1(017030), 1-4.
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Perez, K. E., Strauss, E. A., Downey, N., Galbraith, A., Jeanne, R., & Cooper, S. (2010). Does displaying the class results affect student discussion during peer instruction? CBE-Life Sciences Education, 9,133-140.
Pilzer. S. (2001). Peer instruction in physics and mathematics. Primus, XI(2),185-192.
Pollock, S. J., Stephanie, V. C., Dubson, M., Perkins, K. K. (2010). The use of concept tests and peer instruction in upper-division physics. Physics Education Research Conference 2010, 1289, 261-264, Portland, Oregon.
Porter, L., Lee, C. B., Simon, B., & Zingaro, D. (2011). Peer instruction: Do students really learn from peer discussion in computing? ICER'11, Providence, Rhode Island, USA.
Preszler, R. W., Dawe, A., Shuster, C. B., & Shuster, M. (2007). Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses. CBE-Life Science Education, 6, 29-41.
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Rao, S. P., & DiCarlo, S. E. (2000). Peer instruction improves performance on quizzes. Advance in Physiology Education, 24, 51-55.
Savelsbergh, E. R., de Jong, T., & Ferguson-Hessler, M. G. M. (2011). Choosing the right approach: The crucial role of situational knowledge in electricity and magnetism. Physical Review Special Topics - Physics Education Research, 7(010103),1-12.
Sayer, R., Marshman, E., & Singh, C. (2016a). Case study evaluating just-in-time-teaching and peer instruction using clickers in a quantum mechanics course. Physical Review Physics Education Research, 12(020133), 1-23.
Sayer, R., Marshman, E., & Singh, C. (2016b). The impact of peer interaction on the responses to clicker questions in an upper-level quantum mechanics course. Proceedings of the 2016 Physics Education Research Conference, 304-307 CA: Sacramento, US.
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Smith, M. K., Wood, W. B., Krauter, K., & Knight, J. K. (2011).Combining peer discussion with instructor explanation increases student learning from in-class concept questions. CBE- Life Sciences Education, 10, 55-63.
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Trent, K. S. (2013). The effects of peer instruction technique think-pair-share on students’ performance in chemistry. Unpublished master’s thesis, Nicholls State University, Thibodaux, LA.
Tucker, L., Scherr, R. E., Zickler, T., & Mazur, E. (2016). Exclusively visual analysis of classroom group interactions. Physical Review Physics Education Research, 12(020142), 1-9.
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Zingaro, D., & Porter, L. (2014). Peer instruction in computing: The value of instructor intervention. Computer & Education, 71, 87–96.
Zingaro, D. (2014). Peer instruction contributed to self-efficacy in CS1. SIGCSE'14, 373-378, Atlanta, GA, USA.
