Integrating peer feedback and instructor feedback to support the construction of bilingual scientific argument maps
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...
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| Veröffentlicht in: | International journal of science education 2022-10, Vol.44 (15), p.2283-2305 |
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| container_title | International journal of science education |
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| creator | Archila, Pablo Antonio Barbosa, Valentina Gravier, Gissel Levy, Laura Ortiz, Brigithe Tatiana Wilches, Luciana de Mejía, Anne-Marie Truscott Restrepo, Silvia |
| description | 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. |
| doi_str_mv | 10.1080/09500693.2022.2119899 |
| format | Article |
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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. 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| subjects | Argument structure Argumentation Bilingual Education bilingual science education bilingual scientific argument map Bilingualism College Students Concept Mapping Construction Educational attainment Educational Strategies Feedback Feedback (Response) Foreign Countries formative assessment Formative Evaluation instructor feedback Literacy Males Multilingualism Peer Evaluation peer feedback Peer review Persuasive Discourse Science Curriculum Science Education Science Instruction Scientific Literacy Spanish language Teachers Teaching methods |
| title | Integrating peer feedback and instructor feedback to support the construction of bilingual scientific argument maps |
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