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Physics teaching methods: an analysis on peer instruction and modeling instruction

机译:物理教学方法:对等教学与建模教学的分析

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There is a well known phenomenon related to physics students that concerns the difficulty that these have to understand conceptually what is being taught, since, not infrequently, these show bad results and learning difficulties. Based on this, the present article aim a literature review on different learning methods of physics teaching, among them, two in particular, the Peer Instruction and the Modeling Instruction. While in Peer Instruction the students meet with colleagues and discuss a certain theme among them, in most cases with conceptual testes, the Modeling Instruction is based on the use of interactive whiteboards and exposition of content through the student itself, as well as recommends experiments and other sources of pedagogical support. Many authors advocate that the student, even those with low performance in his classes, can learn better when they work in a interactive way or when they work with their peers. It is starting on this premise that studies in these subjects are based.
机译:有一个与物理学生有关的众所周知的现象涉及到这些学生必须从概念上理解所教的内容的困难,因为这些学生通常不会表现出不好的成绩和学习上的困难。在此基础上,本文旨在对物理教学中不同的学习方法进行文献综述,特别是对等教学和建模教学这两种方法。在“同伴教学”中,学生与同事见面并讨论他们之间的某个主题,在大多数情况下,与概念性睾丸一起使用时,“建模教学”是基于交互式白板的使用和通过学生本身对内容的阐述,以及推荐实验和教学支持的其他来源。许多作者主张,即使学生的课堂表现低下,他们也可以通过互动方式或与同伴一起学习,从而学得更好。在此前提下开始进行这些主题的研究。

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