An Investigation of the Effectiveness of the Peer Instruction Method on Teaching about Solutions at the High-School Level

Yıldırım, Tamer; Canpolat, Nurtaç

doi:10.15390/eb.2019.7966

Cited by 7 publications

(4 citation statements)

References 37 publications

(36 reference statements)

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“…Peer learning or peer-assisted learning (PAL) is a concept used to express a pedagogical approach where students learn from each other (Dobbie & Sadhbh, 2009;Roberts, 2008). As students engage in peer discussions, they question each other's views, seek clarification, and refine their own concepts (Crouch & Mazur, 2001;Fagen et al, 2002;Gok & Gok, 2017;Yildirim & Canpolat, 2019). Peer learning has been found to result in higher conceptual gains compared to traditional instructional methods (Gok & Gok, 2017) because students question their own approaches, construct their own understanding of the concepts, and gain selfconfidence.…”

Section: Peer Learningmentioning

confidence: 99%

“…Peer learning has been found to result in higher conceptual gains compared to traditional instructional methods (Gok & Gok, 2017) because students question their own approaches, construct their own understanding of the concepts, and gain selfconfidence. Furthermore, it helps them acquire problemsolving skills and develop useful skills needed in their future professions, such as collaboration with peers to attain shared values (Crouch & Mazur, 2001;Yildirim & Canpolat, 2019).…”

Section: Peer Learningmentioning

confidence: 99%

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Online learning and peer support: Exploring the use of WhatsApp in first-year mathematics

Jacobs¹,

George²,

Angaama³

2023

Pythagoras

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Section: Peer Learningmentioning

confidence: 99%

Section: Peer Learningmentioning

confidence: 99%

Online learning and peer support: Exploring the use of WhatsApp in first-year mathematics

Jacobs¹,

George²,

Angaama³

2023

Pythagoras

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“…Despite the fact that the renewed chemistry curriculum is officially in practice in secondary education institutions in Turkey, studies report that there are actually various problems in its implementation. In a study of chemistry teachers, Yıldırım and Canpolat (2013) stated that there were various problems in the applicability of the chemistry curriculum. Studies have revealed that problems exist in practice both because of the impossibilities in the learning environments such as the physical conditions of classrooms, lack of science laboratory and digital equipments and because of the attitudes of the teachers.…”

Section: Chemistry Education In Turkeymentioning

confidence: 99%

A Picture of Chemistry: A Case Study from High Schools (Hakkari Sample)

BARAN¹,

BARAN²

2023

JEL

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This research aims to draw a picture of chemistry lessons based on students’ opinions in Hakkari, Turkey. The research design is a case study. An open-ended qualitative questionnaire consisting of 15 questions was used. The questionnaire was applied to 463 tenth- and eleventh-grade students studying at high schools in Hakkari. The data obtained were analyzed using qualitative and quantitative methods: content analysis, correlation tests, and chi-square tests. As a result, two categories were found: the factors affecting chemistry teaching and the effect of chemistry on students’ daily and future lives. According to this, students’ interest in chemistry is a factor in learning chemistry, the teaching method used by the teacher is an essential factor for chemistry, and having enough knowledge of chemistry affects achievement in other courses. A significant difference was found between female and male students choosing chemistry in their future careers, and the results were in favor of male students. On the contrary, female students thought that chemistry would be more permanent than males thought in their lives. The activities used in chemistry lessons, teachers’ attitudes in the classroom, and the use of chemistry examples in daily life are effective for learning chemistry and choosing chemistry for a future career.

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“…Peer teaching has many benefits in making learning easier. Yıldırım and Canpolat (2019) argue that it has benefits such as enabling them to communicate with each other, increasing the success of the course, and enabling them to develop positive attitudes towards the courses. Şimşek and Yeşiloğlu (2014), on the other hand, state that peer teaching has a benefit like increasing the positive social communication between the students and their peers.…”

Section: Peer Teachingmentioning

confidence: 99%

The Experiences of Peer Students and their Teachers Teaching Turkish to Foreign Students: An Example of an eTwinning Project

AYDIN>

TOĞRUL

ÇELİK

2022

Sakarya University Journal of Education

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This study aims to examine the opinions of the teachers who lead an eTwinning project and the peer students who teach Turkish to foreign students studying in Turkey within this Project. The study group consists of eight Turkish language teachers working in different provinces of Turkey in the 2021-2022 academic year and four students (32 students in total) determined by each of these teachers. The teachers in the study group were informed about what to do by coming together with the online zoom meetings. During the process, the students determined by the teacherss organized various activities to teach Turkish to their foreign peers. Which resources these students will use and which subjects and how they will teach were destermined by the executive teachers. The research is a phenomenological study designed according to the qualitative research method. In this six-week project, effective use of Web 2.0 tools by teachers and students is among the goals. Forms consisting of five questions each were submitted online via Google Forms to get the opinions of teachers and students about their experiences; The responses to the forms were analyzed separately. As a result of the analysis, it was stated that the teachers participated in this project to increase their professional competence, contribute to the integration of foreign students into the society, and increase the motivation of the peer students whose mother tongue is Turkish and who want to voluntarily teach Turkish to their foreign friends. It has also been determined that the students mostly participated in this project upon the request of their teachers and their desire to be useful to their foreign friends. The students stated that one of the main problems they experienced in the process was that their foreign friends did not show the necessary importance to the project.

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An Investigation of the Effectiveness of the Peer Instruction Method on Teaching about Solutions at the High-School Level

Cited by 7 publications

References 37 publications

Online learning and peer support: Exploring the use of WhatsApp in first-year mathematics

Online learning and peer support: Exploring the use of WhatsApp in first-year mathematics

A Picture of Chemistry: A Case Study from High Schools (Hakkari Sample)

The Experiences of Peer Students and their Teachers Teaching Turkish to Foreign Students: An Example of an eTwinning Project

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