The implementation of peer assessment as a scaffold during computer-supported collaborative inquiry learning in secondary STEM education
Abstract Background Computer-supported collaborative inquiry learning (CSCiL) has been proposed as a successful learning method to foster scientific literacy. This research aims to bridge the knowledge gap surrounding the role of peers as scaffolding sources in CSCiL environments. The primary object...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2024-01-01
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| Series: | International Journal of STEM Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40594-024-00465-8 |
| _version_ | 1827328971177459712 |
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| author | Amber Van Hoe Joel Wiebe Tijs Rotsaert Tammy Schellens |
| author_facet | Amber Van Hoe Joel Wiebe Tijs Rotsaert Tammy Schellens |
| author_sort | Amber Van Hoe |
| collection | DOAJ |
| description | Abstract Background Computer-supported collaborative inquiry learning (CSCiL) has been proposed as a successful learning method to foster scientific literacy. This research aims to bridge the knowledge gap surrounding the role of peers as scaffolding sources in CSCiL environments. The primary objective is to explicitly implement peer assessment as a scaffolding tool to enhance students' inquiry output in terms of research question, data, and conclusion. Additionally, students’ perceptions of peer assessment within CSCiL are explored. Results The study involved 9th and 10th-grade students from 12 schools (N = 382), exploring the effects of peer assessment with and without peer dialogue. The results highlight that while adjustments were more frequently made to the research question and data, adjustments to the conclusion showed significantly greater improvement. Furthermore, students’ perceptions of peer assessment during CSCiL were examined, revealing that students generally perceive peer assessment as fair and useful, and they accept it while being willing to make improvements based on the feedback. While students did not report experiencing negative feelings, they also did not report positive emotions from the process. Additionally, the study found that including a peer dialogue in the peer assessment process did not significantly impact the abovementioned findings. Conclusions This study enriches our understanding of peer assessment as a scaffolding tool in CSCiL, highlighting its potential to improve inquiry outputs and providing valuable insights for instructional design and implementation. |
| first_indexed | 2024-03-07T15:27:05Z |
| format | Article |
| id | doaj.art-c05d606a5a954dd6a2e4dcda76ba1929 |
| institution | Directory Open Access Journal |
| issn | 2196-7822 |
| language | English |
| last_indexed | 2024-03-07T15:27:05Z |
| publishDate | 2024-01-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of STEM Education |
| spelling | doaj.art-c05d606a5a954dd6a2e4dcda76ba19292024-03-05T16:41:35ZengSpringerOpenInternational Journal of STEM Education2196-78222024-01-0111112110.1186/s40594-024-00465-8The implementation of peer assessment as a scaffold during computer-supported collaborative inquiry learning in secondary STEM educationAmber Van Hoe0Joel Wiebe1Tijs Rotsaert2Tammy Schellens3Ghent UniversityUniversity of TorontoGhent UniversityGhent UniversityAbstract Background Computer-supported collaborative inquiry learning (CSCiL) has been proposed as a successful learning method to foster scientific literacy. This research aims to bridge the knowledge gap surrounding the role of peers as scaffolding sources in CSCiL environments. The primary objective is to explicitly implement peer assessment as a scaffolding tool to enhance students' inquiry output in terms of research question, data, and conclusion. Additionally, students’ perceptions of peer assessment within CSCiL are explored. Results The study involved 9th and 10th-grade students from 12 schools (N = 382), exploring the effects of peer assessment with and without peer dialogue. The results highlight that while adjustments were more frequently made to the research question and data, adjustments to the conclusion showed significantly greater improvement. Furthermore, students’ perceptions of peer assessment during CSCiL were examined, revealing that students generally perceive peer assessment as fair and useful, and they accept it while being willing to make improvements based on the feedback. While students did not report experiencing negative feelings, they also did not report positive emotions from the process. Additionally, the study found that including a peer dialogue in the peer assessment process did not significantly impact the abovementioned findings. Conclusions This study enriches our understanding of peer assessment as a scaffolding tool in CSCiL, highlighting its potential to improve inquiry outputs and providing valuable insights for instructional design and implementation.https://doi.org/10.1186/s40594-024-00465-8Collaborative learningInquiry-based learningTechnology-based learningScaffoldingPeer assessment |
| spellingShingle | Amber Van Hoe Joel Wiebe Tijs Rotsaert Tammy Schellens The implementation of peer assessment as a scaffold during computer-supported collaborative inquiry learning in secondary STEM education International Journal of STEM Education Collaborative learning Inquiry-based learning Technology-based learning Scaffolding Peer assessment |
| title | The implementation of peer assessment as a scaffold during computer-supported collaborative inquiry learning in secondary STEM education |
| title_full | The implementation of peer assessment as a scaffold during computer-supported collaborative inquiry learning in secondary STEM education |
| title_fullStr | The implementation of peer assessment as a scaffold during computer-supported collaborative inquiry learning in secondary STEM education |
| title_full_unstemmed | The implementation of peer assessment as a scaffold during computer-supported collaborative inquiry learning in secondary STEM education |
| title_short | The implementation of peer assessment as a scaffold during computer-supported collaborative inquiry learning in secondary STEM education |
| title_sort | implementation of peer assessment as a scaffold during computer supported collaborative inquiry learning in secondary stem education |
| topic | Collaborative learning Inquiry-based learning Technology-based learning Scaffolding Peer assessment |
| url | https://doi.org/10.1186/s40594-024-00465-8 |
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