Peer Instruction as an interactive methodology proposal in Physics education for high school students

Abstract

In this study, the Peer Instruction method was applied with the general objective of analyzing its contribution to the teaching and learning process of Physics in High School. The methodology was implemented at Escola Estadual Maria Almeida do Nascimento, located in the municipality of Coari, Amazonas, Brazil, using a qualitative and quantitative approach. The application took place in two first-year high school classes, totaling 56 students, with emphasis on the concepts of Newton’s three laws. The results demonstrated that Peer Instruction promoted greater interaction among students, making them more active and participative during classes. An increase in the rate of correct answers to conceptual questions was observed, attributed to student interaction, as well as an improvement in the understanding of the concepts addressed. It was concluded that the Peer Instruction method is effective and contributes to the teaching and learning of Physics in High School.