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What Are They Talking About? Lessons Learned from a Study of Peer Instruction

Mark C. James, Federica Barbieri Orcid Logo, Paula Garcia

Astronomy Education Review, Volume: 7, Issue: 1, Start page: 37

Swansea University Author: Federica Barbieri Orcid Logo

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DOI (Published version): 10.3847/AER2008004

Abstract

The goal of this study was to investigate the impact of high-stakes grading incentive (specifically, which assigns little credit for incorrect CRS responses) on the interaction produced by students during Peer Instruction (Mazur, 1991) using Classroom Response Systems (CRSs). The study was based on...

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Published in: Astronomy Education Review
ISSN: 1539-1515
Published: 2008
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URI: https://cronfa.swan.ac.uk/Record/cronfa13439
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last_indexed 2018-02-09T04:44:11Z
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spelling 2014-03-28T13:40:52.4372536 v2 13439 2012-12-03 What Are They Talking About? Lessons Learned from a Study of Peer Instruction 936ac8d064e9a078ce83c9743d007eac 0000-0001-9088-7730 Federica Barbieri Federica Barbieri true false 2012-12-03 APLI The goal of this study was to investigate the impact of high-stakes grading incentive (specifically, which assigns little credit for incorrect CRS responses) on the interaction produced by students during Peer Instruction (Mazur, 1991) using Classroom Response Systems (CRSs). The study was based on a random sample of transcribed recordings collected from three large section introductory courses in Astronomy taught by two professors, over two semesters at a medium-size US university. The interaction produced by the students was examined through content analysis (using Kartinen and Kampulainen’s (2002) taxonomy) and through discourse bias. Discourse bias was operationalized as amount of talk and calculated using complex corpus linguistic techniques of analysis. Findings suggest that when instructors adopt a high-stakes grading incentive that assigns little credit for incorrect CRS responses rather than providing forums for the spontaneous exploration of nascent ideas, conversations tend to become dominated by a single partner as students attempt to earn maximum credit for a correct answer. The contribution of the study lies in the finding that grade incentive affects the kind of interaction taking place in Peer Instruction, and in the fact that corpus linguistics methods of discourse analysis can be fruitfully applied to educational studies of classroom interaction. Journal Article Astronomy Education Review 7 1 37 1539-1515 Peer Instruction, Classroom Response Systems, clickers, grading incentive, amount of talk, content analysis, 31 12 2008 2008-12-31 10.3847/AER2008004 http://scitation.aip.org/journals/doc/AERSCZ-ft/vol_7/iss_1/37_1.html Co-authors: Mark James, Paula Garcia COLLEGE NANME Applied Linguistics COLLEGE CODE APLI Swansea University 2014-03-28T13:40:52.4372536 2012-12-03T15:45:46.6225828 Faculty of Humanities and Social Sciences School of Culture and Communication - English Language, Tesol, Applied Linguistics Mark C. James 1 Federica Barbieri 0000-0001-9088-7730 2 Paula Garcia 3
title What Are They Talking About? Lessons Learned from a Study of Peer Instruction
spellingShingle What Are They Talking About? Lessons Learned from a Study of Peer Instruction
Federica Barbieri
title_short What Are They Talking About? Lessons Learned from a Study of Peer Instruction
title_full What Are They Talking About? Lessons Learned from a Study of Peer Instruction
title_fullStr What Are They Talking About? Lessons Learned from a Study of Peer Instruction
title_full_unstemmed What Are They Talking About? Lessons Learned from a Study of Peer Instruction
title_sort What Are They Talking About? Lessons Learned from a Study of Peer Instruction
author_id_str_mv 936ac8d064e9a078ce83c9743d007eac
author_id_fullname_str_mv 936ac8d064e9a078ce83c9743d007eac_***_Federica Barbieri
author Federica Barbieri
author2 Mark C. James
Federica Barbieri
Paula Garcia
format Journal article
container_title Astronomy Education Review
container_volume 7
container_issue 1
container_start_page 37
publishDate 2008
institution Swansea University
issn 1539-1515
doi_str_mv 10.3847/AER2008004
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Culture and Communication - English Language, Tesol, Applied Linguistics{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Culture and Communication - English Language, Tesol, Applied Linguistics
url http://scitation.aip.org/journals/doc/AERSCZ-ft/vol_7/iss_1/37_1.html
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description The goal of this study was to investigate the impact of high-stakes grading incentive (specifically, which assigns little credit for incorrect CRS responses) on the interaction produced by students during Peer Instruction (Mazur, 1991) using Classroom Response Systems (CRSs). The study was based on a random sample of transcribed recordings collected from three large section introductory courses in Astronomy taught by two professors, over two semesters at a medium-size US university. The interaction produced by the students was examined through content analysis (using Kartinen and Kampulainen’s (2002) taxonomy) and through discourse bias. Discourse bias was operationalized as amount of talk and calculated using complex corpus linguistic techniques of analysis. Findings suggest that when instructors adopt a high-stakes grading incentive that assigns little credit for incorrect CRS responses rather than providing forums for the spontaneous exploration of nascent ideas, conversations tend to become dominated by a single partner as students attempt to earn maximum credit for a correct answer. The contribution of the study lies in the finding that grade incentive affects the kind of interaction taking place in Peer Instruction, and in the fact that corpus linguistics methods of discourse analysis can be fruitfully applied to educational studies of classroom interaction.
published_date 2008-12-31T03:15:23Z
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score 11.012678

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