The Development of Science Activities via On-Line Peer Assessment: The Role of Scientific Epistemological Views
ARTICLE
Chin-Chung Tsai, Jyh-Chong Liang
ISAIJLS Volume 37, Number 3, ISSN 0020-4277
Abstract
This study implemented an online peer assessment learning module to help 36 college students with the major of pre-school education to develop science activities for future instruction. Each student was asked to submit a science activity project for pre-school children, and then experienced three rounds of peer assessment. The effects of the online peer assessment module on student learning were examined, and the role of Scientific Epistemological Views (SEVs) in the learning process was carefully investigated. This study found that student peers displayed valid scoring that was consistent with an expert's marks. Through the online peer assessment, the students could enhance the design of science activities for future instruction; for instance, the science activities became more creative, science-embedded, feasible and more suitable for the developmental stage of pre-school children. More importantly, students with more sophisticated (constructivist-oriented) SEVs tended to progress significantly more for designing science activities with more fun, higher creativity and greater relevancy to scientific knowledge, implying that learners with constructivist-oriented SEVs might benefit more from the online peer assessment learning process. These students also tended to offer more feedback to their peers, and much of the peer feedback provided by these students was categorized as guiding or helping peers to carefully appraise and plan their science activity projects. This study finally suggested that an appropriate understanding regarding the constructivist epistemology may be a prerequisite for utilizing peer assessment learning activities in science education.
Citation
Tsai, C.C. & Liang, J.C. (2009). The Development of Science Activities via On-Line Peer Assessment: The Role of Scientific Epistemological Views. Instructional Science: An International Journal of the Learning Sciences, 37(3), 293-310. Retrieved March 28, 2024 from https://www.learntechlib.org/p/103317/.
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
- Computer Assisted Testing
- Constructivism (Learning)
- developmental stages
- educational technology
- Epistemology
- Feedback (Response)
- instructional design
- Instructional Effectiveness
- internet
- Learning Modules
- Peer Evaluation
- Preschool Education
- preservice teacher education
- Program Effectiveness
- Science Activities
- science education
- Scientific Attitudes
- student evaluation
Cited By
View References & Citations Map-
Developing an Instrument for Assessing Students’ Conceptions of Learning through Online Peer Assessment
Yu-Fang Yang, Jenteh Junior College of Medicine, Nursing and Management, Taiwan; Chin-Chung Tsai, Sheng-Chau Tseng & Jyh-Chong Liang, National Taiwan University of Science and Technology, Taiwan
EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 1618–1626
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.