Herausforderung Peer Instruction - Bem\"uhungen um einen doppelten Konzeptwandel in der Lehre

TL;DR

This paper discusses the challenges of implementing Peer Instruction, highlighting the need for significant role changes in teaching and learning, and offers insights based on experiences and constructivist theory.

Contribution

It analyzes the dual conceptual and role-based challenges of Peer Instruction and provides practical advice grounded in constructivist learning theory.

Findings

Peer Instruction promotes conceptual development

Significant role shifts are required for effective implementation

Practical strategies can address perceived challenges

Abstract

The teaching style "Peer Instruction", developed by Eric Mazur (Harvard University), poses a twofold challenge to teachers as well as students. While it aims to promote conceptual development in students, it also demands significant shifts in role differentiation of students and teachers, who are generally still accustomed to a lecture-style setting. In this paper, experiences with this method converge with a constructivist theory of learning to formulate thoughts and advice on how to address several perceived challenges.