The Impact of Online Peer Critique versus Computer Feedback Activities on Students’ Learning of Heat and Temperature concepts

• Main Authors: Fang-Pei Hsieh, 謝芳珮
• Other Authors: Hsin-Yi Chang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/98375905023121693615

碩士 === 國立高雄師範大學 === 科學教育研究所 === 99 === This study used peer critique activities and computer feedback activities to engage students in learning heat and temperature scientific concepts. The purpose of this study is to investigate the impact of the two different activities, and to discern the difficulties that students encountered during the activities. The study employed mixed methods. Sixty-eight 7-th grade students in two classes taught by the same science teacher at a public junior high school in South Taiwan participated in this study. The classes were randomly assigned to either the peer critique or computer feedback condition. Data collected include pre- and post-assessments, students’ scientific principle, video recordings of student actions and discussions, and students’ digital critiques or responses. The results indicated that students in both conditions performed equally well on the posttests. The results from process videos and digital critiques or responses indicated that the students in the peer critique group had difficulties in resolving inconsistency during the critique activity. The students in the computer feedback group only cared about the correctness of their answer, and didn’t consider about the content of feedbacks from computers. This research suggested that the students in the peer critique group need to be inspired to reflect and understand the peer critique, and The items design in the computer feedback group need to inspired student to reflect and ponder.