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01-02-2016 | Issue 1/2016

Journal of Science Teacher Education 1/2016

Using Peer Feedback to Improve Students’ Scientific Inquiry

Journal:
Journal of Science Teacher Education > Issue 1/2016
Authors:
Tammy Q. Tasker, Leslie Rupert Herrenkohl

Abstract

This article examines a 7th grade teacher’s pedagogical practices to support her students to provide peer feedback to one another using technology during scientific inquiry. This research is part of a larger study in which teachers in California and Washington and their classes engaged in inquiry projects using a Web-based system called Web of Inquiry. Videotapes of classroom lessons and artifacts such as student work were collected as part of the corpus of data. In the case examined, Ms. E supports her students to collectively define “meaningful feedback,” thereby improving the quality of feedback that was provided in the future. This is especially timely, given the attention in Next Generation Science Standards to cross-cutting concepts and practices that require students discuss and debate ideas with each other in order to improve their understanding and their written inquiry reports (NGSS, 2013).

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