Investigating the Paired-Peer Feedback Effects on Student Scientific Inquiry Competence in Hands-On Inquiry Activities (Poster 26)

• In Event: AERA Poster Session One
  In Poster Session: Division C Science Poster Session One

Abstract

This study investigated effects of paired-peer feedback on student scientific inquiry competence in a series of hands-on performance assessments. One hundred and eighty-eight ninth-grade students were randomly assigned to one treatment group (N=120) and one comparison group (N=68). Students in both groups took six rounds of hands-on performance assessments as inquiry activities, yet only the treatment group participated in paired-peer feedback processes. Statistical results showed that both group students’ scientific inquiry competence was significantly improved. The significant paired-peer feedback effect on inquiry competence, in favor of the treatment group, appeared from the third round intervention to the end, with medium effect sizes. Results also revealed that both hands-on inquiry activities and paired-peer feedback effects varied with different scientific inquiry abilities.

Authors

• Shaohui Chi, East China Normal University
  Presenting Author

• Zuhao Wang, East China Normal University
  Presenting Author

• Shasha Chen, East China Normal University
  Presenting Author

• Ya Zhu, East China Normal University
  Presenting Author