ERIC Number: EJ1370895
Record Type: Journal
Publication Date: 2022
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0950-0693
EISSN: EISSN-1464-5289
Available Date: N/A
Integrating Peer Feedback and Instructor Feedback to Support the Construction of Bilingual Scientific Argument Maps
Archila, Pablo Antonio; Barbosa, Valentina; Gravier, Gissel; Levy, Laura; Ortiz, Brigithe Tatiana; Wilches, Luciana; de Mejía, Anne-Marie Truscott; Restrepo, Silvia
International Journal of Science Education, v44 n15 p2283-2305 2022
Recent studies show that the exploration of ways to involve students in effective bi/multilingual science education is gaining attention at all educational levels. Introducing students to the construction of bilingual scientific argument maps--visual representations of scientific argument structure using two languages--contributes to the quality of bilingual science education as they are a key aspect of bilingual scientific literacy; however, very little is known about how to promote the construction of these maps in bilingual science courses. Here we provide evidence for the claim that peer feedback and instructor feedback can be integrated to support the construction of bilingual scientific argument maps. A pedagogical strategy that integrates both peer feedback and instructor feedback was implemented in a university bilingual science course with 29 students (23 females and 6 males, 18-24 years-old) in Colombia. Results show that the strategy effectively supported the construction of scientific argument maps in Spanish and English. Implications for research and practice are discussed.
Descriptors: Peer Evaluation, Feedback (Response), Bilingual Education, Science Education, Persuasive Discourse, Concept Mapping, Scientific Literacy, College Students, Foreign Countries, Formative Evaluation
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colombia
Grant or Contract Numbers: N/A
Author Affiliations: N/A