講述教學法可大量且快速傳遞知識，但對於學生學習科學過程較少給予獨立思考機會，以Vygotsky為主的社會建構主義強調學生透過同儕間想法彼此討論共構知識內容。同儕教學法是以學生討論為課程進行方式，透過學生彼此思考互動並嘗試說服對方，將自我概念完整描述並為自己論點辯護，透過描述過程自我檢視認知是否衝突。
本研究將即時回饋系統融入同儕教學法，針對高二自然組進行測試，教師在教學過程利用即時系統進行形成性評量，由即時系統做最大異質性分組討論，並透過即時回饋紀錄作答情況，暸解學生對於富有物理迷思概念題型的作答變化，檢視學生對物理概念學習成效。
本研究數據分析顯示，同儕教學法結合不公布作答比例較講述教學法後測成績顯著差異且優異，同儕教學法結合公布作答比例未達顯著差異且會產生從眾行為。同儕教學法結合CCR不公布作答比例對自然組學生牛頓運動學習過程有實質幫助，而使用何種模式的同儕教學法對於社會組物理學習有幫助，可繼續深入探討。

The lecture can quickly transfer knowledge in a large amount, but fewer opportunities for independent thinking for students to learn the scientific process. Vygotsky-based social constructivism emphasizes that students discuss each other's knowledge content through peer-to-peer ideas. Peer instruction is a way of discussing as a course. Through thinking and trying to persuade each other, the students fully express their ideas and defend their arguments. In the process, they self-examine whether cognition is conflicting or not.
In this study, the interactive response system is integrated into the peer instruction. The test is conducted for the high school which is major in science group. The teacher uses the real-time system for formative assessment in the teaching process. The real-time system makes the heterogeneous group discussion, and through the instant response record, the situation is answered. Students respond to changes in the concept of physical myths and examine the effectiveness of students in learning about physical concepts.
The data analysis of this study shows that the proportion of the peer instruction combined with the unpublished answering is significantly different than that of the lecture. The proportion of the peer instruction combined with the published answer which is not significantly different and leads to herd behavior. The peer instruction combined with CCR's unpublished answering ratio has a substantial help the students to learn Newton’s concept.

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