USE OF PEER INSTRUCTION IN TEACHING PRACTICE

Abstract

The field of active learning is filled with active methodologies, and Peer Instruction is part of this realm. This research aimed to identify the corroboration of the conceptualization and definition of this type of active methodology, as well as to demonstrate and clarify its practice in the teaching context, based on two reference journals. The methodology employed was a systematic literature review, applying inclusion and exclusion criteria. In the inclusion criteria, the keywords "Peer Instruction" and "Instrução por Pares" were searched in the Scielo journal database, spanning from 2017 to 2024. Exclusion criteria were based on the presence of abstracts in technical productions. Ten journals were found applying the inclusion criteria, with 5 selected based on exclusion criteria. The objective of delineating the definition corroboration was achieved, as the definition found in both base journals and those selected in the literature review aligned. Four journals demonstrated confidence in the effectiveness of Peer Instruction in developing and enhancing technical and practical skills of interaction and communication, thus reinforcing knowledge. The journal that did not signal this effectiveness noted it as inconclusive but suggested the need for further research.