Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Characterizing Software Engineering Students' Discussions during Peer Instruction: Opportunities for Learning and Implications for Teaching
Chalmers University of Technology, Sweden.
RISE., Swedish ICT, Viktoria.ORCID-id: 0000-0002-1811-0123
University of Gothenburg, Sweden.
University of Gothenburg, Sweden.
2016 (engelsk)Inngår i: International Journal of Engineering ,Science and Innovative Technology, ISSN 0949-149X, E-ISSN 2277-3754, Vol. 32, nr 2, s. 927-936Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Peer instruction is a method for activating students during lectures, which has gained a considerable amount of attention in higher education due to claims of dramatic improvement in learning gains. The purpose of this qualitative research study is to investigate what types of discussions engineering students engage in during a peer instruction session and what learning possibilities that are enabled by these different types of discussions. We observed twelve students during six separate and simulated peer instruction sessions and the students were interviewed individually after the sessions.Ananalysis of the data revealed that the students engaged in three qualitatively different types of discussions: affirmative discussions, motivating discussions, and argumentative discussions. We characterize these different types of discussions in terms of the number of alternative answers the students discuss, the extent to which they draw on prior knowledge and experiences, as well as the fundamental difference between an explanation and an argument. A good opportunity for learning is opened up when students are aspiring to find the truth, not simply being satisfied with what they believe to be true. We conclude that students do not always engage in discussions that support their learning in the best way, and we discuss implications for using peer instruction as a teaching method.

sted, utgiver, år, opplag, sider
2016. Vol. 32, nr 2, s. 927-936
Emneord [en]
Argumentation, Learning possibilities, Peer instruction, Software designs, UML diagrams, Education, Software design, Software engineering, Students, Higher education, Qualitative research, Software engineering students, Teaching methods, Engineering education
HSV kategori
Identifikatorer
URN: urn:nbn:se:ri:diva-32726Scopus ID: 2-s2.0-84962623943OAI: oai:DiVA.org:ri-32726DiVA, id: diva2:1159785
Merknad

Special Issue: Trends in Software Engineering for Engineering Education

Tilgjengelig fra: 2017-11-23 Laget: 2017-11-23 Sist oppdatert: 2019-06-19bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Scopus

Personposter BETA

Burden, Håkan

Søk i DiVA

Av forfatter/redaktør
Burden, Håkan
Av organisasjonen
I samme tidsskrift
International Journal of Engineering ,Science and Innovative Technology

Søk utenfor DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric

urn-nbn
Totalt: 50 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
v. 2.35.10