What is it about?
The research is a pretest-posttest experimental design that integrated peer instruction into the dialogical argumentative instruction to investigate the authentic learning experience among College students. The participants were pre-service physics students of a College of Education in Nigeria. The mixed-method approach was adopted to obtain data for the study. The research instruments were Electromagnetism Physics Test (EPT) and Semi-structured interviews. The ANOVA and thematic coding were used to analyse the data obtained. The outcome of the research shows that students' authentic learning was enhanced with the integration of PI into the dialogical argumentation instruction. It also shows that the gender difference in academic performance was not significant. The study makes some recommendations; one of them is further studies on PIDAM because this is the first study on PIDAM in a College.
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Why is it important?
The paper is vital because of integrating two different research-based strategies to enhance authentic learning in science. First, the typical teaching methods often used to teach science are ineffective in producing creative students who can independently solve everyday life challenges.
Perspectives
Peer Instruction Dialogical Argumentation (PIDAM) is an innovation of my doctoral thesis. The paradigm has been used in science classrooms and found effective.
Dr Jacob Kola Aina
Read the Original
This page is a summary of: Peer Instruction Dialogical Argumentation Model (PIDAM) for Authentic Learning of Science, JIPF (Jurnal Ilmu Pendidikan Fisika), January 2021, STKIP Singkawang,
DOI: 10.26737/jipf.v6i1.1876.
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