Peer Instruction as a path to integrate students in curriculum development: the case of a course in Engineering

Ana Mouraz, Diana Urbano, Cristiana Cabreira, Andreia Santos


The Bologna Process has provided the justification for restructuring Higher Education bringing about qualitative changes in pedagogical practice. The work to be undertaken by the students, both in the classroom and outside of it, is of the utmost importance as the need for other learning practices arises within this paradigm change. Peer Instruction has been recommended as a strategy to promote more significant and longer lasting learning for the students involved. In this case study, Peer Instruction was combined with synchronous assessment of the students’ knowledge in order to establish the extent to which these two strategies could enhance students’ theoretical learning. Findings validated the use of Peer Instruction but the methodology must be more systematic to become part of the strategies regularly used by students.

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Euro-JCS is indexed in CAPES/QUALIS (Category: Education |  Classification: B3)

ISSN: 2182-7168



Associação Portuguesa de Estudos Curriculares (NIPC: 506240061)

Instituto de Educação da Universidade do Minho, Campus de Gualtar, 4710-057 Braga, Portugal

The journal is associated with the European Association of Curriculum Studies.