Does Learning from Giving Feedback Depend on the Product Being Reviewed: Concept Maps or Answers to Test Questions?

Autor/inn/en	Dmoshinskaia, Natasha; Gijlers, Hannie; de Jong, Ton
Titel	Does Learning from Giving Feedback Depend on the Product Being Reviewed: Concept Maps or Answers to Test Questions?
Quelle	In: Journal of Science Education and Technology, 31 (2022) 2, S.166-176 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dmoshinskaia, Natasha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-021-09939-8
Schlagwörter	Peer Evaluation; Feedback (Response); Concept Mapping; Test Items; Secondary School Students; Misconceptions; Inquiry; Science Tests; Scores; Chemistry + Suchen Sie Ihr Suchwort? Concept Map; Test content; Testaufgabe; Sekundarschüler; Missverständnis; Chemie
Abstract	Giving feedback to peers can be a valuable learning experience for a feedback provider. However, different types of products require different types of feedback, which, in turn, may lead to different learning outcomes. The current study investigates the effect on the learning of feedback providers of reviewing different types of products. Secondary school students (n =127) were randomly assigned to one of the two conditions: giving peer feedback on either concept maps or answers to open-ended test questions. Both types of product, created by the researchers, were comparable with regard to content: they included the same misconceptions and were both of average quality. Giving peer feedback was part of a chemistry lesson delivered in an online inquiry learning environment. Students' post-test scores, their own learning products, and the quality of the provided feedback were analysed to check for an effect on learning. There was no difference in post-test scores between the conditions, but the quality of the provided feedback predicted post-test scores. This indicates that it is not the type of product reviewed that matters, but the effort that students put into giving feedback. Possible implications for practice and further research directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01