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首页> 外文期刊>Research in science & technological education >Using and rejecting peer feedback in the science classroom: a study of students' negotiations on how to use peer feedback when designing experiments
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Using and rejecting peer feedback in the science classroom: a study of students' negotiations on how to use peer feedback when designing experiments

机译：在科学课堂上使用和拒绝同行反馈：在设计实验时如何使用对等体反馈的学生谈判

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摘要

Background: Research on peer assessment has noted ambiguity among students in using peer assessment for improving their work. Previous research has explained this in terms of deficits in the student feedback, or differences in student views of what counts as high-quality work. Purpose: This study frames peer assessment as a social process in the science classroom. The aim is to explore peer assessment in science education as social practice in order to contribute to an understanding of the affordances and constraints of using peer assessment as a learning tool in science education. Design and Method: The study was conducted in four lower secondary school classes, school years 8 and 9, in two different schools. An intervention study was designed focussing on the topic of experimental design. It involved the students in a process of peer assessment where they designed experiments individually, and then exchanged their designs, conducted each other's experiments, provided feedback to each other and revised their original design after discussing the feedback in groups. Data were collected in the form of audio recordings of student discussions and written work. Results: The results show that, although not all peer feedback resulted in revisions, peer feedback was useful to the students in group interaction when negotiating quality in their work. Conclusions: To conclude, the potential for using peer assessment in science education should not only be evaluated through the students' revisions but also in terms of in what ways the feedback constitutes interactional resources for defining quality in student work.
机译：背景：对同行评估的研究在使用对同行评估以改善其工作的学生时已经注意到了歧义。以前的研究在学生反馈中的缺陷方面解释了这一点，或者学生对高质量工作的看法的差异。目的：这项研究框架评估作为科学课堂的社会过程。目的是探讨科学教育的同伴评估作为社会实践，以便了解使用同行评估作为科学教育的学习工具的可承受和限制。设计与方法：在两个不同的学校，学校8和9日，在四个中学课堂上进行了四个中学课程。设计干预研究专注于实验设计主题。它涉及学生在同行评估过程中，他们在设计实验的情况下，然后交换他们的设计，互相进行，彼此的反馈提供了反馈，并在讨论组中的反馈后修改了原始设计。以学生讨论和书面工作的音频记录的形式收集数据。结果：结果表明，虽然并非所有对等反馈导致修订，但对等反馈对谈判在工作中的质量时的学生对学生有用。结论：结论是，在科学教育中使用同伴评估的可能性不仅应通过学生的修订评估，而且还要在任何方面，反馈涉及在学生工作中定义质量的互动资源。

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