Integrating Peer Feedback and Instructor Feedback to Support the Construction of Bilingual Scientific Argument Maps

Autor/inn/en	Archila, Pablo Antonio; Barbosa, Valentina; Gravier, Gissel; Levy, Laura; Ortiz, Brigithe Tatiana; Wilches, Luciana; de Mejía, Anne-Marie Truscott; Restrepo, Silvia
Titel	Integrating Peer Feedback and Instructor Feedback to Support the Construction of Bilingual Scientific Argument Maps
Quelle	In: International Journal of Science Education, 44 (2022) 15, S.2283-2305 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Archila, Pablo Antonio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2119899
Schlagwörter	Peer Evaluation; Feedback (Response); Bilingual Education; Science Education; Persuasive Discourse; Concept Mapping; Scientific Literacy; College Students; Foreign Countries; Formative Evaluation; Colombia + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Naturwissenschaftliche Bildung; Persuasion; Persuasive Kommunikation; Concept Map; Collegestudent; Ausland; Kolumbien
Abstract	Recent studies show that the exploration of ways to involve students in effective bi/multilingual science education is gaining attention at all educational levels. Introducing students to the construction of bilingual scientific argument maps--visual representations of scientific argument structure using two languages--contributes to the quality of bilingual science education as they are a key aspect of bilingual scientific literacy; however, very little is known about how to promote the construction of these maps in bilingual science courses. Here we provide evidence for the claim that peer feedback and instructor feedback can be integrated to support the construction of bilingual scientific argument maps. A pedagogical strategy that integrates both peer feedback and instructor feedback was implemented in a university bilingual science course with 29 students (23 females and 6 males, 18-24 years-old) in Colombia. Results show that the strategy effectively supported the construction of scientific argument maps in Spanish and English. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01