• SNEHA ARUNKUMAR DUBEY

This study looks at how peer teaching helps in understanding science, focusing on how well collaborative learning methods work to improve students' grasp of complex scientific ideas. The research uses a mixed-methods approach, combining numerical data, like student performance results, with qualitative information from surveys and interviews that examine students’ views and experiences in peer-led learning settings. The results show that students involved in peer teaching performed much better on tests about scientific ideas than those who learned through regular lectures. Furthermore, qualitative data suggest that participants viewed peer teaching as an effective way to deepen understanding and memory of material, and to boost communication skills and confidence. These findings highlight the significance of collaborative learning techniques in education, especially in healthcare training, where understanding scientific concepts is crucial for future professionals. This study implies that adding peer teaching to courses may not only enhance academic results but also get students ready for teamwork needed in healthcare, ultimately leading to more skilled and effective healthcare workers. This research shows the promise of new teaching methods to change educational experiences and results, opening the door for more studies on the lasting benefits of collaborative learning in different educational areas.

Peer teaching, Collaborative learning, Scientific understanding, Healthcare education, Student performance

"The role of peer teaching promoting scientific understanding", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 5, page no.b310-b324, May-2025, Available :http://www.jetir.org/papers/JETIR2505137.pdf

"The role of peer teaching promoting scientific understanding", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 5, page no. ppb310-b324, May-2025, Available at : http://www.jetir.org/papers/JETIR2505137.pdf