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RESEARCH PAPER
Peer instruction’s Achilles’ heel: An analysis of its ineffectiveness in confronting counterintuitive physics questions
1
Abai Kazakh National Pedagogical University, Almaty, KAZAKHSTAN
2
SDU University, Kaskelen, KAZAKHSTAN
3
Nazarbayev Intellectual School of Biology and Chemistry, Almaty, KAZAKHSTAN
Online publication date: 2024-07-09
Publication date: 2024-08-01
EURASIA J. Math., Sci Tech. Ed 2024;20(8):em2480
KEYWORDS
ABSTRACT
This paper examines peer instruction, an educational technique that enhances student-student
interaction and student-teacher interaction, influencing students’ performance on
counterintuitive physics questions. The study employed a quantitative approach with 40
participants, 22.5% of whom were male and 77.5% were female. The counterintuitive dynamics
test was used to measure students’ counter intuitions in dynamics. The study results on
counterintuitive questions showed no noticeable effect from peer instruction. Surprisingly, more
students shifted from correct to incorrect responses after group discussions, leading to a decrease
in the overall accuracy rate. Although peer instruction did not show a clear impact on
counterintuitive physics questions, it is important for educators to recognize the complexity of
peer instructions. Exploring different teaching methods that use peer interaction might help
improve learning outcomes for counterintuitive physics questions.
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