Scalable Science Education via Online Cooperative Questioning

Autor/inn/en	Hilton, Courtney B.; Goldwater, Micah B.; Hancock, Dale; Clemson, Matthew; Huang, Alice; Denyer, Gareth
Titel	Scalable Science Education via Online Cooperative Questioning
Quelle	In: CBE - Life Sciences Education, 21 (2022) 1, Artikel 4 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
Schlagwörter	Science Education; Undergraduate Students; Biochemistry; Correlation; Questioning Techniques; Outcomes of Education; Grades (Scholastic); Computer Mediated Communication; Cognitive Science; Evidence Based Practice; Cooperative Learning; Computer Software; Peer Teaching; Foreign Countries; Scaffolding (Teaching Technique); Scoring; Molecular Biology; Computer Assisted Instruction; Australia + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Biochemie; Korrelation; Befragungstechnik; Fragetechnik; Lernleistung; Schulerfolg; Notenspiegel; Computerkonferenz; Kognitionswissenschaft; Kooperatives Lernen; Peer group teaching; Peer Group Teaching; Ausland; Bewertung; Molekularbiologie; Computer based training; Computerunterstützter Unterricht; Australien
Abstract	A critical goal for science education is to design and implement learning activities that develop a deep conceptual understanding, are engaging for students, and are scalable for large classes or those with few resources. Approaches based on peer learning and online technologies show promise for scalability but often lack a grounding in cognitive learning principles relating to conceptual understanding. Here, we present a novel design for combining these elements in a principled way. The design centers on having students author multiple-choice questions for their peers using the online platform PeerWise, where beneficial forms of cognitive engagement are encouraged via a series of supporting activities. We evaluated an implementation of this design within a cohort of 632 students in an undergraduate biochemistry course. Our results show a robust relationship between the quality of question authoring and relevant learning outcomes, even after controlling for the confounding influence of prior grades. We conclude by discussing practical and theoretical implications. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01