There is compelling evidence that Peer Instruction improves studentsâ ability to complete both conceptual and traditional computational physics problems. We used Peer Instruction during a four-week long (120 hours) retraining course for in-service teachers of grades 7-12 in Korea. The goal of this study is to investigate if Peer Instruction can be used to improve the participating teachersâ conceptual understanding of introductory physics concepts. To this end we pre- and post-tested the teachers using the Force Concept Inventory and The Conceptual Survey of Electricity and Magnetism....
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