Peer Review-Based Scripted Collaboration to Support Domain-Specific and Domain-General Knowledge Acquisition in Computer Science

Autor/inn/en	Demetriadis, Stavros; Egerter, Tina; Hanisch, Frank; Fischer, Frank
Titel	Peer Review-Based Scripted Collaboration to Support Domain-Specific and Domain-General Knowledge Acquisition in Computer Science
Quelle	In: Computer Science Education, 21 (2011) 1, S.29-56 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899-3408
Schlagwörter	Evidence; Control Groups; Cooperation; Computer Science; Student Attitudes; Investigations; Artificial Intelligence; Small Group Instruction; Outcomes of Education; Peer Evaluation; Scripts; Learning; Student Motivation + Suchen Sie Ihr Suchwort? Evidenz; Co-operation; Kooperation; Informatik; Schülerverhalten; Untersuchung; Künstliche Intelligenz; Lernleistung; Schulerfolg; Skript; Lernen; Schulische Motivation
Abstract	This study investigates the effectiveness of using peer review in the context of scripted collaboration to foster both domain-specific and domain-general knowledge acquisition in the computer science domain. Using a one-factor design with a script and a control condition, students worked in small groups on a series of computer science problems requiring both domain-specific and domain-general knowledge. The scripted groups carried out peer reviews of their draft solutions. Scripted group members spent more time developing their solutions and reported a higher subjective learning outcome than control group members. Scripted groups acquired also significant domain-general knowledge on peer reviewing; however, there were no substantial differences with respect to the acquisition of domain-specific knowledge (as compared to control groups). Overall, the study provides evidence that students in computer science can benefit from peer review-based scripted collaboration and acquire domain-general knowledge without any harm for domain-specific knowledge. The issue of why domain-specific knowledge was not also improved is discussed from various viewpoints. (Contains 1 note, 3 figures and 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10