Peer Instruction
Version 1.0.0 · Updated 2026-07-30
CORE DEFINITION
Concept questions: The teacher poses questions to test understanding. Independent thinking: Students first answer individually. Peer discussion: After discussing with classmates who have different answers, they answer again. Scaffolding role: Catalyst for conceptual change. Through peer explanation, misconceptions are broken, which is more likely to trigger cognitive conflict and deep understanding than teacher explanation. Developed by Eric Mazur.
SCAFFOLDING EFFECT
Reduce cognitive load
Catalyst for conceptual change. Through peer explanation, misconceptions are broken, which is more likely to trigger cognitive conflict and deep understanding than teacher explanation. Developed by Eric Mazur.
Anchor fast decisions
The effectiveness of peer instruction comes from "cognitive conflict + peer interpretation": first answering independently exposes misconceptions, then discussing with those who hold different views forces both parties to clarify and defend their reasoning. This "explaining in one's own words to peers" is more likely to trigger conceptual change (assimilation/accommodation) than passive listening. Peers communicate in learner language, which is more easily absorbed than teacher jargon.
MINIMUM ACTION
In progress 0/1Practice this model in one real situation:
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Source support: Explicit
- en.wikipedia.orghttps://en.wikipedia.org/wiki/Peer_instructionverified
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