Group Peer Review as an Active Learning Strategy in a Research Course
Group Peer Review as an Active Learning Strategy in a Research Course
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小组同行评审作为研究课程中的主动学习策略
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
Kathleen A. S. Cannella
中科院分区：
文献类型：
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作者：
S. Odom;B. Glenn;Susan Sanner;Kathleen A. S. Cannella
拥有多元化学生群体的本科研究课程的教师认识到，许多学生在如何批评研究文章的概念上遇到了困难。传统的作业方法用来教批判过程没有最大限度地提高学生的学习成果。同侪互评的主动学习策略被用来提高学生在批评过程中的理解和参与。这种积极的学习策略涉及小组的学生谁一起工作，作为一个团队，以评估其他学生团体的工作使用的批评，标题。本文介绍了发展和纳入同行评议活动到本科研究课程。
The faculty of an undergraduate research course with a diverse student body recognized that many students struggled with the concept of how to critique a research article. The traditional assignment method used to teach the critique process did not maximize student learning outcomes. The active learning strategy of peer review was used to enhance student understanding and engagement in the critique process. This active learning strategy involved small groups of students who worked together as a team to evaluate the work of other student groups using a critique-rubric. This article describes the development and incorporation of a peer review activity into an undergraduate research course.