Calibrated Peer Review Assignments for the Earth Sciences

Autor/inn/en	Rudd, James A., II; Wang, Vivian Z.; Cervato, Cinzia; Ridky, Robert W.
Titel	Calibrated Peer Review Assignments for the Earth Sciences
Quelle	In: Journal of Geoscience Education, 57 (2009) 5, S.328-334 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
Schlagwörter	Peer Evaluation; Teaching Methods; Science Instruction; College Science; Undergraduate Study; Geology; Assignments; Educational Technology; Technology Uses in Education; Essays; Writing Assignments; Student Attitudes; Comparative Analysis; Video Technology; Lecture Method; Homework; Feedback (Response); Program Effectiveness; Quasiexperimental Design; Statistical Analysis + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Grundstudium; Historische Geologie; Assignment; Auftrag; Zuweisung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Essay; Aufsatzunterricht; Schülerverhalten; Hausaufgabe; Statistische Analyse
Abstract	Calibrated Peer Review™ (CPR), a web-based instructional tool developed as part of the National Science Foundation reform initiatives in undergraduate science education, allows instructors to incorporate multiple writing assignments in large courses without overwhelming the instructor. This study reports successful implementation of CPR in a large, introductory geology course and student learning of geoscience content. For each CPR assignment in this study, students studied web-based and paper resources, wrote an essay, and reviewed seven essays (three from the instructor, three from peers, and their own) on the topic. Although many students expressed negative attitudes and concerns, particularly about the peer review process of this innovative instructional approach, they also recognized the learning potential of completing CPR assignments. Comparing instruction on earthquakes and plate boundaries using a CPR assignment vs. an instructional video lecture and homework essay with extensive instructor feedback, students mastered more content via CPR instruction. (As Provided).
Anmerkungen	National Association of Geoscience Teachers. Carleton College W-SERC, One North College Street, Northfield, MN 55057. Tel: 540-568-6675; Fax: 540-568-8058; e-mail: jge@jmu.edu; Website: http://nagt-jge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01