Effects of the Specificity and the Format of External Representations on Students’ Revisions of Fictitious Others’ Texts

Lachner, Andreas; Schurer, T.

doi:10.17239/jowr-2018.09.03.04

Cited by 2 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Metacognition can be promoted by incorporating additional supports to bolster evaluation and revision. One such intervention provides students with computer-generated concept maps between drafts of an assignment that show the local and global cohesion within their writing (Lachner & Neuburg, 2018; Lachner & Schurer, 2018). An alternative to student self-evaluation is peer review, which is slowly becoming more prevalent in STEM classrooms.…”

Section: Developing Student Knowledge Through Writing In the Stem Classroommentioning

confidence: 99%

Utilizing Peer Review and Revision in STEM to Support the Development of Conceptual Knowledge Through Writing

Finkenstaedt-Quinn

Polakowski

Gunderson

et al. 2021

Written Communication

View full text Add to dashboard Cite

While many STEM faculty believe Writing-to-Learn to be an effective instructional tool, instructional barriers such as the time and effort required to provide substantive feedback to their students limit the use of writing in STEM classrooms. Incorporating peer review and revision into the writing process can help mitigate these barriers while additionally supporting the learning process. This study presents an analysis of a Writing-to-Learn assignment that incorporates peer review and revision into a large introductory statistics course, where this study specifically focused on whether engaging with these processes results in changes in how students write about the content targeted by the assignment. Our results demonstrate that students made content-focused revisions between drafts that increased the amount of content they explained correctly. Additionally, our study provides evidence that students benefit from reading peers’ work in a content-focused peer review and revision process. Overall, this study shows that incorporating peer review and revision into writing assignments focused on developing content knowledge provides students with substantive feedback and enhances students’ conceptual learning.

show abstract

Section: Developing Student Knowledge Through Writing In the Stem Classroommentioning

confidence: 99%

Utilizing Peer Review and Revision in STEM to Support the Development of Conceptual Knowledge Through Writing

Finkenstaedt-Quinn

Polakowski

Gunderson

et al. 2021

Written Communication

View full text Add to dashboard Cite

show abstract

“…biology, ethics, philosophy, educational psychology, teacher education). In these experimental studies, the authors examined the effectiveness of CohViz with college students [15,21,22,30]. Overall, in a mini meta-analysis Burkhart, Lachner, and Nückles [31] could show that CohViz has a medium effect on both local and global cohesion and was thus effective in improving the cohesion of students' texts (i.e., local cohesion g = 0.62; global cohesion g = 0.57).…”

Section: Previous Research On the Effectiveness Of Cohvizmentioning

confidence: 99%

Assisting students’ writing with computer-based concept map feedback: A validation study of the CohViz feedback system

2020

View full text Add to dashboard Cite

CohViz is a feedback system that provides students with concept maps as feedback on the cohesion of their writing. Although previous studies demonstrated the effectiveness of Coh-Viz, the accuracy of CohViz remains unclear. Thus, we conducted two comprehensive validation studies to assess the accuracy of CohViz in terms of its reliability and validity. In a reliability study, we compared the concept maps generated by CohViz with concept maps generated by four human expert raters based on a text corpus comprising students' explanatory texts (N = 100). Regarding the depiction of cohesion gaps, we obtained high accordance between the CohViz concept maps and the concept maps generated by the human expert raters. However, CohViz tended to overestimate the number of relations within the concept maps. In a validity study, we examined the validity of CohViz and compared central features of the CohViz concept maps with convergent linguistic features and divergent linguistic features based on a Wikipedia text corpus (N = 1020). We found medium to high agreement with the convergent cohesion features and low agreement with the divergent features. Together, these findings suggest that CohViz can be regarded as an accurate feedback system to provide feedback on the cohesion of students' writing.

show abstract

Effects of the Specificity and the Format of External Representations on Students’ Revisions of Fictitious Others’ Texts

Cited by 2 publications

References 0 publications

Utilizing Peer Review and Revision in STEM to Support the Development of Conceptual Knowledge Through Writing

Utilizing Peer Review and Revision in STEM to Support the Development of Conceptual Knowledge Through Writing

Assisting students’ writing with computer-based concept map feedback: A validation study of the CohViz feedback system

Contact Info

Product

Resources

About