Reciprocal peer teaching for problem-solving teams in a senior-year science course

Michael Braun, Jurgen Schulte, Yvonne C. Davila


Reciprocal peer teaching was trialled as a means to improve student engagement in a challenging senior-year physics subject (Advanced Mechanics). In a problem-solving small group environment, students alternately acted as a teacher and a learner. At random, students were selected to present a solution to a problem they learnt from another group member. The presentations were evaluated by a whole-class peer assessment. A survey and a focus group discussion were conducted to evaluate the RPT learning experience. The results point to an enhanced engagement with the subject material following implementation of RPT for the group assignment. The cyclic learning and teaching provided the motivation to understand the material in-depth through a sense of accountability for their group's success.

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