Research On The Influence Of Peer Teaching Method On Physics Learning Attitude Of High School Students

The attitudes and beliefs about physics are that how individuals come to know,the theories and beliefs they hold about knowing.The researches of attitude about physics and learning physics play an essential part of physics education.Some studies demonstrate Peer Instruction(PI)could have a positive influence on the epistemology.The paper is to explore that the beliefs of the students who were struggling for learning physics would change after Peer Instruction or traditional(lecture)teaching method.In this study,we would examine the attitudes and beliefs of fresh students of senior high school students in two class,one taught using traditional lecture,the other one taught with Peer Instruction.This survey also attained a range of results and suggestions from assessment of Colorado Learning Attitude about Science Survey(CLASS).Firstly,the dissertation discussed the research background and significance of Peer Instruction and senior high school students'attitudes and beliefs about physics,putting forward some main problems.I reviewed and summarized the literatures of Peer Instruction as well as attitudes and beliefs about physics,introducing the educational theory of constructing Peer Instruction.Based on the preliminary investigation,researchers determined main research contents and plans.Secondly,according to the prior analysis,instructors designed expected objectives,teaching environments and processes,and finished this project.Lastly,researchers got the results about the influence that the Peer Instruction had on the attitudes and beliefs about physics,after collecting and analyzing the data of CLASS.The research discovered that senior high school students in traditional lecture became significantly more novicelike in their beliefs about physics over the course of a semester,but using the Peer Instruction method improved students' attitudes and beliefs about physics and learning physics.Especially,four categories among eight categories exhibited significantly positive shifts:problem solving general,problem solving sophistication,real world connections and applied conceptual understanding.The study demonstrated that justified instructional design and reasonable concept questions could promote students'communication in Peer Instruction.In addition,in terms of gender differences,both female and male students demonstrated a significant increase in their attitudes and beliefs about learning physics after a semester of Peer Instruction.For male students,there was a positive change in three categories.For female students,the study showed that a positive shift in seven categories.Consequently,Peer Instruction could more easily affect the views about physics and learning physics of female students than male students.Some suggestions could be given for teachers:first of all,Peer Instruction is an effective method to affect positively individual attitude of physics.The growth of personal beliefs about physics could strengthen the understanding and implement of physics concepts and cultivate habits of life-long study.Secondly,based on educational theories,instructors should design the justified a short lecture and some the reasonable conceptual questions,especially for these senior high school who have poor performance on learning physics.Lastly,gender difference on learning physics should be concerned.