written by
Michelle K. Smith, William B. Wood, Wendy K. Adams, Carl E. Wieman, Jennifer K. Knight, N. Guild, and T. T. Su
When students answer an in-class conceptual question individually using clickers, discuss it with their neighbors, and then revote on the same question, the percentage of correct answers typically increases. This outcome could result from gains in understanding during discussion, or simply from peer influence of knowledgeable students on their neighbors. To distinguish between these alternatives in an undergraduate genetics course, we followed the above exercise with a second, similar (isomorphic) question on the same concept that students answered individually. Our results indicate that peer discussion enhances understanding, even when none of the students in a discussion group originally knows the correct answer.
<a href="https://www.per-central.org/items/detail.cfm?ID=12190">Smith, M, W. Wood, W. Adams, C. Wieman, J. Knight, N. Guild, and T. Su. "Why Peer Discussion Improves Student Performance on In-Class Concept Questions." Science. 323, no. 5910, (January 1, 2009): 122-124 .</a>
M. Smith, W. Wood, W. Adams, C. Wieman, J. Knight, N. Guild, and T. Su, , Science 323 (5910), 122 (2009), WWW Document, (https://doi.org/10.1126/science.1165919).
M. Smith, W. Wood, W. Adams, C. Wieman, J. Knight, N. Guild, and T. Su, Why Peer Discussion Improves Student Performance on In-Class Concept Questions, Science 323 (5910), 122 (2009), <https://doi.org/10.1126/science.1165919>.
Smith, M., Wood, W., Adams, W., Wieman, C., Knight, J., Guild, N., & Su, T. (2009, January 1). Why Peer Discussion Improves Student Performance on In-Class Concept Questions. Science, 323(5910), 122-124 . Retrieved May 29, 2025, from https://doi.org/10.1126/science.1165919
Smith, M, W. Wood, W. Adams, C. Wieman, J. Knight, N. Guild, and T. Su. "Why Peer Discussion Improves Student Performance on In-Class Concept Questions." Science. 323, no. 5910, (January 1, 2009): 122-124 , https://doi.org/10.1126/science.1165919 (accessed 29 May 2025).
Smith, Michelle, William Wood, Wendy Adams, Carl Wieman, Jennifer Knight, N. Guild, and T. T. Su. "Why Peer Discussion Improves Student Performance on In-Class Concept Questions." Science 323.5910 (2009): 122-124 . 29 May 2025 <https://doi.org/10.1126/science.1165919>.
@article{
Author = "Michelle Smith and William Wood and Wendy Adams and Carl Wieman and Jennifer Knight and N. Guild and T. T. Su",
Title = {Why Peer Discussion Improves Student Performance on In-Class Concept Questions},
Journal = {Science},
Volume = {323},
Number = {5910},
Pages = {122-124 },
Month = {January},
Year = {2009}
}
%A Michelle Smith %A William Wood %A Wendy Adams %A Carl Wieman %A Jennifer Knight %A N. Guild %A T. T. Su %T Why Peer Discussion Improves Student Performance on In-Class Concept Questions %J Science %V 323 %N 5910 %D January 1, 2009 %P 122-124 %U https://doi.org/10.1126/science.1165919 %O application/pdf
%0 Journal Article %A Smith, Michelle %A Wood, William %A Adams, Wendy %A Wieman, Carl %A Knight, Jennifer %A Guild, N. %A Su, T. T. %D January 1, 2009 %T Why Peer Discussion Improves Student Performance on In-Class Concept Questions %J Science %V 323 %N 5910 %P 122-124 %8 January 1, 2009 %U https://doi.org/10.1126/science.1165919
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