How Timing and Authority in Peer Review Impact STEM Students: A Comparative Assessment of Writing and Critical Thinking in Kinesiology Courses

Autor/inn/en	Kramer, Tereza Joy; Zeccardi, Joe; Emhoff, Chi-An W.; Williams, Claire; Dunn, Robin J.; Rose, Joshua
Titel	How Timing and Authority in Peer Review Impact STEM Students: A Comparative Assessment of Writing and Critical Thinking in Kinesiology Courses
Quelle	In: Across the Disciplines, 18 (2022) 3-4, S.305-319 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-8244
Schlagwörter	Peer Evaluation; STEM Education; Power Structure; Comparative Analysis; Writing Skills; Critical Thinking; Kinesiology; Writing Workshops; Teaching Methods; Cooperative Learning; California + Suchen Sie Ihr Suchwort? STEM; Writing skill; Schreibfertigkeit; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Kalifornien
Abstract	This comparative, mixed-methods study illustrates the impact of weekly facilitated peer review ("Writing Circles") in STEM courses across time: 1) in a lower-division course, Circles improve all learning outcomes for writing and critical thinking, and most significantly, writing; 2) in an upper-division course, Circles are most effective at improving learning outcomes for critical thinking; 3) when comparing scores in the lower- and upper-division courses, we see that critical thinking improves significantly from second to fourth year; 4) finally, we see that upper-division students grant their peers more disciplinary authority during the Circles peer review. (As Provided).
Anmerkungen	WAC Clearinghouse. Colorado State University, Fort Collins, CO 80523. Tel: 970-491-3132; Web site: http://wac.colostate.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01