Effects of a Mobile-Based Progressive Peer-Feedback Scaffolding Strategy on Students' Creative Thinking Performance, Metacognitive Awareness, and Learning Attitude

Autor/inn/en	Lee, Yen-Fen; Lin, Chi-Jen; Hwang, Gwo-Jen; Fu, Qing-Ke; Tseng, Weu-Hui
Titel	Effects of a Mobile-Based Progressive Peer-Feedback Scaffolding Strategy on Students' Creative Thinking Performance, Metacognitive Awareness, and Learning Attitude
Quelle	In: Interactive Learning Environments, 31 (2023) 5, S.2986-3002 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Yen-Fen) ORCID (Lin, Chi-Jen) ORCID (Hwang, Gwo-Jen) ORCID (Fu, Qing-Ke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1916763
Schlagwörter	Foreign Countries; Elementary School Students; Creative Thinking; Metacognition; Learning; Student Attitudes; Peer Evaluation; Feedback (Response); Control Groups; Art Education; Scaffolding (Teaching Technique); Electronic Learning; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Kreatives Denken; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lernen; Schülerverhalten; Arts; Education; Art in Education; Kunst; Bildung; Erziehung
Abstract	One main objective of art education is to foster students' art evaluation as well as their creative thinking ability. Engaging students in artwork sharing and peer feedback is a frequently adopted approach in school settings. However, most students have difficulties providing constructive comments during the peer-feedback process. To address this issue, a mobile-based progressive peer feedback approach was proposed to facilitate primary school students' creative thinking performance, metacognitive awareness, and learning attitude. A quasi-experiment was implemented with two intact classes in a primary school in northern Taiwan to investigate the effect of the proposed approach. One class was assigned to be the experimental group (n = 20) which learned with the proposed progressive peer-feedback scaffolding approach, and the other was the control group (n = 20) which learned with the conventional feedback approach. The findings indicated that the proposed progressive peer feedback approach had a positive effect on the primary school students' creative art thinking. The experimental group students' metacognitive awareness was also significantly enhanced. Besides, the students from the experimental group considered that the proposed progressive peer feedback approach was beneficial to helping them critically reflect on their drawings, and facilitated their understanding of how to improve the integrity of their drawings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01