Use of peer instruction and facilitation has surged in undergraduate education at large colleges and universities in recent years. Studies on peer instruction have been directed primarily at student learning gains and affective outcomes among the facilitators. For peer instructors, the relationship between their teaching effectiveness and their foundational content knowledge is assumed but understudied. In an effort to promote instructional coherence (i.e., instructional same-pageness) in the introductory organic chemistry program at the University of Michigan, we observed peer-led study group facilitators’ involvement in their study groups (as teachers of groups of 6–12 students) and in a companion course (as learners) designed to reinforce and enhance their content knowledge. Audiovisual recordings of the facilitators in both the companion course and, for ten of them, leading their study groups, were captured over each of the two week periods covering the topics of stereochemistry and also conformational analysis. Recordings were subsequently coded for topic and correctness in presentation of subject matter. Errors made in either study group or the companion course were investigated for error resolution (corrected or uncorrected), source of error, and propagation of corrected errors. Analysis of recordings revealed that facilitators who have their own errors corrected in the companion course, or observe their peers’ errors corrected in the companion course, correctly describe these concepts in study groups. On examining errors made by facilitators when they are leading study group sessions, a backwards analysis showed consistently that either the topics had not been addressed in the antecedent companion course, or the facilitator was not actively engaged with the discussion when the topics were being discussed. These findings have implications to inform not only our own implementation of peer-led study groups, but also those interested in designing subject matter companion courses for peer leaders in other instructional settings.

中文翻译：

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本科生化学同伴辅导员的学科知识与教学效果的关系

近年来，在大型大学的本科教育中，使用同伴指导和便利化的工作激增。关于同伴指导的研究主要针对促进者之间的学生学习成果和情感成果。对于同伴教练，他们的教学效果和他们的基础内容知识之间的关系是假设的，但并未得到研究。为了促进教学连贯性（即在密歇根大学有机化学入门课程中，讲授相同的页面），我们观察到由同伴主导的研究小组协助者参与了他们的研究小组（以6至12名学生为组的老师）和同伴课程（例如学习者），旨在加强和增强他们的内容知识。在两周的时间段中，共捕获了伴随课程中的辅导员以及其中十个领导小组的视听记录，涵盖了立体化学和构象分析的主题。随后对记录进行编码，以确保主题表达的主题和正确性。研究人员对在研究组或伴随课程中犯下的错误进行了解决（纠正或未纠正），错误来源和纠正错误传播的研究。对录音的分析表明，在辅导员课程中纠正自己的错误，或者在辅导员课程中观察到同伴的错误的主持人，可以在学习小组中正确地描述这些概念。在检查主持人主持研究组会议时所犯的错误时，一项向后分析一致地表明，要么在先前的配套课程中未解决主题，要么在讨论主题时主持人没有积极参与讨论。这些发现不仅可以指导我们自己实施由同伴主导的研究小组，还可以为那些有兴趣为其他教学环境中的同伴领导者设计主题伴侣课程的人们提供信息。或观察他们的同伴在同伴课程中纠正的错误，在学习小组中正确描述这些概念。在检查主持人主持研究组会议时所犯的错误时，一项向后分析一致地表明，要么在先前的配套课程中未解决主题，要么在讨论主题时主持人没有积极参与讨论。这些发现不仅可以指导我们自己实施由同伴主导的研究小组，还可以为那些有兴趣为其他教学环境中的同伴领导者设计主题伴侣课程的人们提供信息。或观察他们的同伴在同伴课程中纠正的错误，在学习小组中正确描述这些概念。在检查主持人主持研究组会议时所犯的错误时，一项向后分析一致地表明，要么在先前的配套课程中未解决主题，要么在讨论主题时主持人没有积极参与讨论。这些发现不仅可以指导我们自己实施由同伴主导的研究小组，还可以为那些有兴趣为其他教学环境中的同伴领导者设计主题伴侣课程的人们提供信息。反向分析始终表明，要么在先前的配套课程中未解决主题，要么在讨论主题时主持人没有积极参与讨论。这些发现不仅可以指导我们自己实施由同伴主导的研究小组，还可以为那些有兴趣为其他教学环境中的同伴领导者设计主题伴侣课程的人们提供信息。反向分析始终表明，要么在先前的配套课程中未解决主题，要么在讨论主题时主持人没有积极参与讨论。这些发现不仅可以指导我们自己实施由同伴主导的研究小组，还可以为那些有兴趣为其他教学环境中的同伴领导者设计主题伴侣课程的人们提供信息。