Universität zu Köln

Morawski, Michael and Budke, Alexandra (2019). How Digital and Oral Peer Feedback Improves High School Students' Written Argumentation-A Case Study Exploring the Effectiveness of Peer Feedback in Geography. Educ. Sci., 9 (3). BASEL: MDPI. ISSN 2227-7102

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Abstract

This article approaches written argumentation as a concept of promoting geographical literacy. It is argued that student-centered peer feedback is an effective method with which to improve individual students' argumentative texts. This research uses a case-study design, which analyzed how high school students in different pairs improve their argumentation text under subject-specific criteria. For the feedback process, a subject-specific feedback sheet for students has been designed for them to review their partner's argumentative text. The findings mainly suggest two outcomes: Different kinds of feedback in terms of interaction, content and argumentative integration of text material lead to text improvement, and that there are varying complexities of feedback acceptance in terms of subject-specific criteria. The results provide a deeper insight into how students can be prepared and rewarded for producing qualitatively high and effective feedback on argumentative texts in socio-scientific contexts with a strong focus on the (linguistic) skills they need for these procedures.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Morawski, Michael UNSPECIFIED UNSPECIFIED UNSPECIFIED Budke, Alexandra UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-142230
DOI:	10.3390/educsci9030178
Journal or Publication Title:	Educ. Sci.
Volume:	9
Number:	3
Date:	2019
Publisher:	MDPI
Place of Publication:	BASEL
ISSN:	2227-7102
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language COLLABORATIVE ARGUMENTATION; SCIENCE; DISCOURSE; KNOWLEDGE; CLASSROOM; DISCUSSIONS; CHILDREN; LANGUAGE; QUALITY; LEVEL Multiple languages Education & Educational Research Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/14223