New Perspectives in Science Education

As well as the use of electronic response system in physics classes provides interactive engagement for students and instant feedback to instructors about students’ learning, it also allows studying students’ conceptual development process during peer interaction [1]. In this research, we examined how peer interaction [2] affected students’ quantum physics learning through questions posed with electronic response system. 51 quantum physics questions were asked in classes in two rounds, which are individual and peer, during the semester. Findings indicated that this instructional approach provided statistically significant increase in second round percentages of correct answers of different student groups and it is effective in the closing the conceptual gaps among these groups. 

Acknowledgments: This study is supported by Zonguldak Bülent Ecevit University and Turkish Academy of Sciences (TÜBA).

Keywords: Physics education, quantum physics, web-based electronic response system, peer interaction.

References: 
[1] Wood, A. K., Galloway, R. K., Hardy, J., & Sinclair, C. M. (2014). Analyzing learning during Peer Instruction dialogues: A resource activation framework. Physical Review Special Topics: Physics Education Research, 10(2), 1-15, 020107.
[2] Mazur, E. (1997). Peer Instruction: A user's manual. New Jersey: Pearson & Prentice Hall.