Implementation of Peer Instruction Method on Teaching of Acids and Bases to 12th Grade Students: An Action Research
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Published
Jul 24, 2024
Abstract
This study aims to investigate the applicability and effectiveness of the peer instruction method on teaching the subject of acids and bases at the 12th grade level. In addition, it is aimed to determine the effect of peer instruction on students’ attitudes towards chemistry and in-class discussion, and to examine opinions of students to peer instruction after implementation. The sample of the study consists of 21 12th grade students in a private high school. During the research process, the unit of acids and bases was covered by the researcher with the peer teaching method and implementation was completed in 5 weeks. In this study, which was designed as an action research, qualitative and quantitative data were used together. Quantitative data were collected through acids-bases concept test (ABCT), chemistry attitude scale (CAS), argumentativeness scale (AS), concept questions, and qualitative data were collected through method opinion scale (MOS), semi-structured interview, and observation. The analysis of the data was carried out using quantitative and qualitative methods. The results showed that there was a notable increase in the academic achievement of the students after the implementation. Furthermore, the results obtained from ABCT and semi-structured interviews indicated that peer instruction improved students’ conceptual learning, and also it is effective in eliminating misconceptions. Although the pretest-posttest scores of CAS and AS did not demonstrate a considerable statistical difference, observation and semi-structured interview data pointed out that students’ attitudes towards chemistry and in-class discussion increased positively. At the end of the implementation, it was observed that students’ attitudes towards the peer instruction method are positive and students found it very useful and effective.
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Keywords
Acids-Bases, Attitude, Peer Instruction, Conceptual Learning, In-Class Discussion
References
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Brooks, B.J., Koretsky, M.D. (2011). The influence of group discussion on students’ responses and confidence during peer instruction. Journal of Chemical Education, 88(11):1477-1484. DOI: https://doi.org/10.1021/ed101066x
Cartrette, D., Mayo, P. (2010). Students’ understanding of acids/bases in organic chemistry contexts. Chemistry Education Research Practice, 12:29-39. DOI: https://doi.org/10.1039/C1RP90005F
Cassidy, R., Charles, E.S., Slotta, J.D. (2019). Editorial. Active learning: Theoretical perspectives, empirical studies, and design profiles. Frontiers in ICT, 6(3):1-3. DOI: https://doi.org/10.3389/fict.2019.00003
Chi, M.T., Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4):219-243. DOI: https://doi.org/10.1080/00461520.2014.965823
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Cortright, R.N., Collins, H.L., DiCarlo, S.E. (2005). Peer instruction enhanced meaningful learning: Ability to solve novel problems. Advances in Physiology Education, 29(2):107-111. DOI: https://doi.org/10.1152/advan.00060.2004
Crouch, C.H., Mazur, E. (2001). Peer instruction: ten years of experience and results. American Journal of Physics, 69(9):970-977. DOI: https://doi.org/10.1119/1.1374249
Dancy, M., Henderson, C., Turpen, C. (2016). How faculty learn about and implement research-based instructional strategies: The case of peer instruction. Physical Review Special Topics - Physics Education Research, 12:010110. DOI: https://doi.org/10.1103/PhysRevPhysEducRes.12.010110
Demerouti, M., Kousathana, M., Tsapalis, G. (2004). Acid-base equilibria, part I. upper secondary students’ misconceptions and difficulties. The Chemical Educator, 9:122-131. DOI: https://doi.org/10.1333/s00897040769a
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Gök, T. (2012). The impact of peer instruction on college students' beliefs about physics and conceptual understanding of electricity and magnetism. International Journal of Science and Mathematics Education, 10:417-436. DOI: https://doi.org/10.1007/s10763-011-9316-x
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Infante, D.A., Rancer, A.S. (1982). A conceptualization and measure of argumentativeness. Journal of Personality Assessment, 46:72-80. DOI: https://doi.org/10.1207/s15327752jpa4601_13
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Koretsky, M.D., Brooks, B.J. (2011). The influence of group discussion on students’ responses and confidence during peer instruction. Journal of Chemical Education, 88(11):1477-1484. DOI: https://doi.org/10.1021/ed101066x
Kudo T., Nishi M., Mishima A. (2017). Implementation of peer-instruction in physics lecture -Deep learning based on peer discussion-. KIT Progress, 25:119-126. Available at https://kitir.kanazawa-it.ac.jp/infolib/meta_pub/detail
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Bonwell, C.C., Eison, J.A. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report (Vol. 1). The George Washington University. ISBN-1-878380-08-7.
Brooks, B.J., Koretsky, M.D. (2011). The influence of group discussion on students’ responses and confidence during peer instruction. Journal of Chemical Education, 88(11):1477-1484. DOI: https://doi.org/10.1021/ed101066x
Cartrette, D., Mayo, P. (2010). Students’ understanding of acids/bases in organic chemistry contexts. Chemistry Education Research Practice, 12:29-39. DOI: https://doi.org/10.1039/C1RP90005F
Cassidy, R., Charles, E.S., Slotta, J.D. (2019). Editorial. Active learning: Theoretical perspectives, empirical studies, and design profiles. Frontiers in ICT, 6(3):1-3. DOI: https://doi.org/10.3389/fict.2019.00003
Chi, M.T., Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4):219-243. DOI: https://doi.org/10.1080/00461520.2014.965823
Coll, R. (2006). The Role of Models, Mental Models and Analogies in Chemistry Teaching. In P. Aubusson, A.G. Harrison, S.M. Ritchie (Eds.), Metaphor and Analogy in Science Education. Springer. pp. 66-77. ISBN: 978-1-4020-3829-7.
Cortright, R.N., Collins, H.L., DiCarlo, S.E. (2005). Peer instruction enhanced meaningful learning: Ability to solve novel problems. Advances in Physiology Education, 29(2):107-111. DOI: https://doi.org/10.1152/advan.00060.2004
Crouch, C.H., Mazur, E. (2001). Peer instruction: ten years of experience and results. American Journal of Physics, 69(9):970-977. DOI: https://doi.org/10.1119/1.1374249
Dancy, M., Henderson, C., Turpen, C. (2016). How faculty learn about and implement research-based instructional strategies: The case of peer instruction. Physical Review Special Topics - Physics Education Research, 12:010110. DOI: https://doi.org/10.1103/PhysRevPhysEducRes.12.010110
Demerouti, M., Kousathana, M., Tsapalis, G. (2004). Acid-base equilibria, part I. upper secondary students’ misconceptions and difficulties. The Chemical Educator, 9:122-131. DOI: https://doi.org/10.1333/s00897040769a
Duch, B.J., Groh, S.E., Allen, D.E. (2001). The Power of Problem-based Learning. Stylus Publishing. ISBN: 1579220371, 9781579220372.
Erduran, S., Jiménez-Aleixandre, M.P. (2008). Argumentation in Science Education Perspectives from Classroom-based Research. Springer Science. ISBN: 978-1-4020-6669-6.
Erduran, S., Simon, S., Osborne, J. (2004). Tapping into argumentation: Developments in the use of Toulmin's argument pattern in studying science discourse. Science Education, 88:915-933. DOI: https://doi.org/10.1002/sce.20012
Ergin, S., Oktay, Ö., Şen, A.İ. (2019). An application of peer learning for the heat and temperature unit. Kastamonu Education Journal, 27(3):1197-1208. DOI: https://doi.org/10.24106/kefdergi.2915
Fernández, M. T. (2017). Attitudes toward inclusive education and practical consequences in final year students of education degrees. Procedia-Social and Behavioral Sciences, 237:1184-1188. DOI: https://doi.org/10.1016/j.sbspro.2017.02.187
Fosnot, C.T., Perry, R.S. (2005). Constructivism: A psychological theory of learning. In C.T. Fosnot (Ed.), Constructivism. Theory, perspectives, and practice. Teachers Collage Press. pp. 8-38. ISBN: 978-0807745700.
Geban, Ö., Ertepınar, H., Yılmaz, G., Altın, A., Şahbaz, F. (1994). Bilgisayar destekli eğitimin öğrencilerin fen bilgisi başarılarına ve fen bilgisi ilgilerine etkisi [The effect of computer-assisted education on students' science achievement and science interests]. Paper presented at Ulusal Fen Bilimleri Eğitimi Sempozyumu [National Science Education Symposium]. 9 Eylül University, İzmir, Turkey. September 15-17.
Glanz, J. (2014). Action Research: An Educational Leader's Guide to School Improvement. Rowman & Littlefield. ISBN: 978-1-4422-2369-1.
Golde, M.F., Koeske, R., McCreary, C.L. (2006). Peer instruction in the general chemistry laboratory: Assessment of student learning. Journal of Chemical Education, 83(5):804-810. DOI: https://doi.org/10.1021/ed083p804
Gök, T. (2012). The impact of peer instruction on college students' beliefs about physics and conceptual understanding of electricity and magnetism. International Journal of Science and Mathematics Education, 10:417-436. DOI: https://doi.org/10.1007/s10763-011-9316-x
Gravetter, F.J., Wallnau, L.B. (2015). Statistics for the Behavioral Sciences (10th ed.). Cengage Learning. ISBN: 978-1-305-50491-2.
Hake, R. (1998). Interactive-engagement versus traditional methods: a six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66:64-74. DOI: https://doi.org/10.1119/1.18809
Halakova, Z., Proksa, M. (2007). Two kinds of conceptual problems in chemistry teaching. Journal of Chemical Education, 84(1):172-174. DOI: https://doi.org/10.1021/ed084p172
Infante, D.A., Rancer, A.S. (1982). A conceptualization and measure of argumentativeness. Journal of Personality Assessment, 46:72-80. DOI: https://doi.org/10.1207/s15327752jpa4601_13
James, M.C. (2006). The effect of grading incentive on student discourse in peer instruction. American Journal of Physics, 74:689-691. DOI: https://doi.org/10.1119/1.2198887
Johnson, A.P. (2014). Eylem Araştırması El Kitabı [Action Research Handbook] (Y. Uzuner, M. Anay, Trans.). Anı Yayıncılık. ISBN: 978-605-033-114-1.
Kaya, E. (2011). The effect of conceptual based instruction on student's understanding of rate of reaction concepts. Ph.D. diss., Middle East Technical University, Ankara, Turkey.
Kaya, O.N., Kılıç, Z. (2008). Development of elementary school students argumentativeness in science courses. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 9(1):87-95. Available at: https://dergipark.org.tr/tr/pub/kefad/issue/59526/856050
Kind, V. (2004). Beyond appearances: Students' misconceptions about basic chemical ideas (2nd ed.). Durham University. Available at: http://www.rsc.org/images/Misconceptions_update_tcm18-188603.pdf
Kirschner, P.A., Kreijns, K., Phielix, C., Fransen, J. (2015). Awareness of cognitive and social behavior in a CSCL environment. Journal of Computer Assisted Learning, 31(1):59-77. DOI: https://doi.org/10.1111/jcal.12084
Koretsky, M.D., Brooks, B.J. (2011). The influence of group discussion on students’ responses and confidence during peer instruction. Journal of Chemical Education, 88(11):1477-1484. DOI: https://doi.org/10.1021/ed101066x
Kudo T., Nishi M., Mishima A. (2017). Implementation of peer-instruction in physics lecture -Deep learning based on peer discussion-. KIT Progress, 25:119-126. Available at https://kitir.kanazawa-it.ac.jp/infolib/meta_pub/detail
Lasry, N., Charles, E., Whittaker, C. (2016). Effective variations of peer instruction: The effects of peer discussions, committing to an answer, and reaching a consensus. American Journal of Physics, 84(8):639-645. DOI: https://doi.org/10.1119/1.4955150
Lasry, N., Mazur, E., Watkins, J. (2008). Peer instruction: From Harvard to the two-year college. American Journal of Physics, 76(11):1066-1069. DOI: https://doi.org/10.1119/1.2978182
Lasry, N., Watkins, J., Mazur, E., Ibrahim, A. (2013). Response times to conceptual questions. American Journal of Physics, 81(9):703-706. DOI: https://doi.org/10.1119/1.4812583
Mazur, E. (1997). Peer Instruction: A User’s Manual. Prentice Hall. ISBN: 978-1-29203-970-1.
McKeachie, W.J. (2002). Teaching Tips: Strategies, Research, and Theory for College and University Teachers (11th ed.). Houghton Mifflin. ISBN: 978-0-61811-649-2.
McMillan, J., Schumacher, S. (1997). Research in Education: A Conceptual Framework. Longman. ISBN: 978-0-67399-741-8.
Modell, H.I. (1996). Preparing students to participate in an active learning environment. Advances in Physiology Education, 15(1):69-77. DOI: https://doi.org/10.1152/advances.1996.270.6.S69
Muchtar, Z. (2012). Analyzing of students’ misconceptions on acid-base chemistry at senior high schools in Medan. Journal of Education and Practice, 15(3):65-74. Available at https://www.iiste.org/Journals/index.php/JEP/article/view/3445
Nakhleh, M.B. (1992). Why some students don't learn chemistry: Chemical misconception. Journal of Chemical Education, 69(3):191-196. DOI: https://doi.org/10.1021/ed069p191
Naylor, S., Keogh, B., Downing, B. (2007). Argumentation and primary science. Research in Science Education, 37:17-39. DOI: https://doi.org/10.1007/s11165-005-9002-5
Nielsen, K.L., Hansen, G., Stav, J.B. (2016). How the initial thinking period affects student argumentation during peer instruction: students’ experiences versus observations. Studies in Higher Education, 41(1):124-138. DOI: https://doi.org/10.1080/03075079.2014.915300
Perez, K.E., Strauss, E.A., Downey, N., Galbraith, A., Jeanne, R., Cooper, S. (2010). Does displaying the class results affect student discussion during peer instruction? CBE—Life Sciences Education, 9:133-140. DOI: https://doi.org/10.1187/cbe.09-11-0080
Petres, K. (2008). What is meant by “active learning”? Education, 128(4):566-569.
Pınarbaşı, T., & Canpolat, N. (2011). Üniversite öğrencilerinin saf suyun nötralliği ile ilgili anlayışları [University students' understanding on neutrality of pure water]. EÜFBED - Fen Bilimleri Enstitüsü Dergisi, 4(2):185-196.
Porter, L., Bailey-Lee, C.B., Simon, B., Zingaro, D. (2011). Peer instruction: Do students really learn from peer discussion in computing? Proceedings of the Seventh International Workshop on Computing Education Research. ACM. ISBN: 978-1-4503-0829-8. pp. 45-52.
Porter, L., Garcia, S., Glick, J., Matusiewicz, A., Taylor, C. (2013). Peer instruction in computer science at small liberal arts colleges.
Proceedings of the 18th ACM conference on innovation and technology in computer science education. ACM. ISBN: 978-1-4503-2078-8. pp. 129-134.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3):223-231. DOI: https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
Ross, B., Munby, H. (1991). Concept mapping and misconceptions: A study of high school students’ understandings of acids and bases. International Journal of Science Education, 13(1):11-13. DOI: https://doi.org/10.1080/0950069910130102
Schell, J.A., Butler, A.C. (2018). Insights from the science of learning can inform evidence-based implementation of Peer Instruction. Frontiers in Education, 3(33). DOI: https://doi.org/10.3389/feduc.2018.00033
Schibeci, R.A. (1984). Attitudes to science: An update. Studies in Science Education, 11:26-59. DOI: https://doi.org/10.1080/03057268408559913
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How to Cite
Ozcan, O., Bayrakceken, S., Oktay, O., & Canpolat, N. (2024). Implementation of Peer Instruction Method on Teaching of Acids and Bases to 12th Grade Students: An Action Research. Science Insights Education Frontiers, 23(1), 3637–3673. https://doi.org/10.15354/sief.24.or590
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