Physics teaching methods: an analysis on peer instruction and modeling instruction

Abstract

There is a well known phenomenon related to physics students that concerns the difficulty that these have to understand conceptually what is being taught, since, not infrequently, these show bad results and learning difficulties. Based on this, the present article aim a literature review on different learning methods of physics teaching, among them, two in particular, the Peer Instruction and the Modeling Instruction. While in Peer Instruction the students meet with colleagues and discuss a certain theme among them, in most cases with conceptual testes, the Modeling Instruction is based on the use of interactive whiteboards and exposition of content through the student itself, as well as recommends experiments and other sources of pedagogical support. Many authors advocate that the student, even those with low performance in his classes, can learn better when they work in a interactive way or when they work with their peers. It is starting on this premise that studies in these subjects are based.