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The teaching style "Peer Instruction", developed by Eric Mazur (HarvardUniversity), poses a twofold challenge to teachers as well as students. Whileit aims to promote conceptual development in students, it also demandssignificant shifts in role differentiation of students and teachers, who aregenerally still accustomed to a lecture-style setting. In this paper,experiences with this method converge with a constructivist theory of learningto formulate thoughts and advice on how to address several perceivedchallenges.

Herausforderung Peer Instruction - Bem\"uhungen um einen doppelten Konzeptwandel in der Lehre