Departing from Lectures: An Evaluation of a Peer-Led Guided Inquiry Alternative.

Lewis, Scott E.; Lewis, Jennifer E.

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Peer reviewed

ERIC Number: EJ726144

Record Type: Journal

Publication Date: 2005-Jan-1

Pages: 5

Abstractor: Author

ISBN: N/A

ISSN: ISSN-0021-9584

EISSN: N/A

Available Date: N/A

Departing from Lectures: An Evaluation of a Peer-Led Guided Inquiry Alternative

Lewis, Scott E.; Lewis, Jennifer E.

Journal of Chemical Education, v82 n1 p135 Jan 2005

An experiment is conducted comparing two sections of general chemistry to evaluate the effectiveness of peer-led guided inquiry (PLGI) methods in terms of assisting student understanding in college-level general chemistry course. The pedagogical focus of PLGI is on student-student interactions within small groups, with a peer leader acting as a facilitator for those interactions.

Descriptors: Chemistry, Comparative Analysis, Science Instruction, Instructional Effectiveness, Teaching Methods, Peer Groups, Interaction, College Students, Group Dynamics

Journal of Chemical Education, Subscription Department, P.O. Box 1267, Bellmawr, NJ 08099-1267. Web site: http://jchemed.chem.wisc.edu/AboutJCE/contact.html.

Publication Type: Journal Articles; Reports - Evaluative

Education Level: Higher Education

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/79427

Author Affiliations: N/A