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dc.contributor.authorLeinonen R
dc.contributor.authorAsikainen MA
dc.contributor.authorHirvonen PE
dc.date.accessioned2017-04-12T06:25:03Z
dc.date.available2017-04-12T06:25:03Z
dc.date.issued2017
dc.identifier10.1103/PhysRevPhysEducRes.13.010114fi_FI
dc.identifier.issn2469-9896
dc.identifier.urihttps://erepo.uef.fi/handle/123456789/1580
dc.descriptionArticle
dc.description.abstractThis study analyzes the types of peer discussion that occur during lecture-based tutorial sessions. It focuses in particular on whether discussions of this kind have certain characteristics that might indicate success in the post-testing phase. The data were collected during an introductory physics course. The main data set was gathered with the aid of audio recordings. Data-driven content analysis was applied in the analysis to facilitate the placement of students’ discussions in particular categories related to different types of discussions. Four major discussion types were found: discussions related to the content knowledge, metalevel discussions including metaconceptual and metacognitive elements, discussions related to practical issues, and creating a base for discussion, seen here in the order of their prevalence. These categories were found to possess individual substructures that involved, for example, asking and answering questions, participating in a dialogue, or disagreeing with a peer. Analyzing the substructures of the categories revealed that there were evident differences between the groups, some of them related to the group size. With regard to the characteristics of discussions considered to be connected to a better learning outcome, it was observed that a great number of lines uttered related to the physics content or metalevel discussions seemed to have a direct bearing on success in the post test at the group level. For individual students, answering content-related questions posed by their peers might also indicate success in the post test. We would encourage researchers to continue this type of research in order to discover the essential characteristics of students’ discussions that facilitate learning.fi_FI
dc.language.isoengfi_FI
dc.publisherAmerican Physical Society (APS)fi_FI
dc.relation.ispartofseriesPhysical Review Physics Education Research
dc.relation.urihttps://journals.aps.org/prper/abstract/10.1103/PhysRevPhysEducRes.13.010114fi_FI
dc.rightsCC BY http://creativecommons.org/licenses/by/4.0/
dc.titlePeer discussions in lecture-based tutorials in introductory physicsfi_FI
dc.typehttp://purl.org/eprint/type/JournalArticle
dc.description.versionpublisher's pdffi_FI
dc.contributor.departmentDepartment of Physics and Mathematics, activities
uef.solecris.id46328384
eprint.statushttp://purl.org/eprint/status/PeerReviewedfi_FI
dc.type.publicationinfo:eu-repo/semantics/article
dc.rights.accessrightsPublished by the American Physical Society
uef.citationinfo.pages10114
dc.relation.doi10.1103/PhysRevPhysEducRes.13.010114
dc.description.reviewstatushttp://purl.org/eprint/status/PeerReviewed
dc.relation.articlenumber10114
dc.relation.issn2469-9896
dc.relation.issue1
dc.relation.volume13
dc.rights.accesslevelopenAccess


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