Implementing the Havard Peer Instruction Method in Cegep






Lasry, Nathaniel

This well-documented article contains a wealth of information on the Peer Instruction learning method experimented at Harvard and applied to CEGEPs. After a brief historical overview of its development by Mazur, the author goes on to describe this method at length, supported by statistics relating to PI versions using flash cards and clickers. Then he provides a description of the study, its experimental design and instruments used, that is, traditional problem solving (exam), conceptual learning (the Force Concept Inventory or FCI) and the trust concept. As for results, the author demonstrates the applicability of this method in CEGEPs and provides a number of examples that indicate a favourable reception by the institution’s administrative personnel, colleagues and students alike. The author then establishes a parallel between PI and traditional teaching – underlining the learning differences – and between the versions using clickers or flash cards, as well as their respective advantages. He concludes by suggesting that Pl is simple enough to allow for a systematic change over a relatively short period of time, reminding us that technology should be kept distinct from pedagogy.


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