Literaturnachweis - Detailanzeige
| Autor/inn/en | Allain, Rhett; Abbott, David; Deardorff, Duane |
|---|---|
| Titel | Using Peer Ranking to Enhance Student Writing |
| Quelle | In: Physics Education, 41 (2006) 3, S.255-258 (4 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0031-9120 |
| DOI | 10.1088/0031-9120/41/3/008 |
| Schlagwörter | Writing Assignments; Physics; Introductory Courses; Scientific Concepts; Critical Thinking; Peer Evaluation; Evaluation Methods; Writing (Composition); Writing Skills; Science Instruction; Teaching Methods |
| Abstract | What do we want our students to get out of the introductory physics course? Often these goals include improved conceptual understanding, improved critical thinking and improved writing and communication. These can be difficult goals to accomplish. One possible way to address these goals is through the use of peer ranking of student writing. In a peer ranking assignment, students not only answer a conceptual question but they also evaluate other students' answers. With a normal writing assignment, once students answer a question the students' involvement has ended. With a peer ranking assignment, students actively focus on both writing and physics. (Author). |
| Anmerkungen | Institute of Physics Publishing. The Public Ledger Building Suite 929, 150 South Independence Mall West, Philadelphia, PA 19106. Tel: 215-627-0880; Fax: 215-627-0879; e-mail: info@ioppubusa.com; Web site: http://journals.iop.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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