Self- and peer assessment of preservice geography teachers’ contribution in problem-based learning activities in geography education

Golightly, Aubrey

doi:10.1080/10382046.2020.1744242

Cited by 22 publications

(16 citation statements)

References 46 publications

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“…First, Kaufman et al (2000) and Bryan et al (2005) found that men received higher peer evaluation and more positive qualitative comments than women. By contrast, May and Gueldenzoph (2006), Baker (2008), Alves et al (2017) and Golightly (2021) found that women received higher ratings than men. However, in their experiments, women had higher grade point averages (GPAs), quiz scores or final course grades than men.…”

Section: Background and Hypothesesmentioning

confidence: 73%

Gender bias in team-building activities in China

Lou

Liu

Chen

et al. 2021

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Purpose The purpose of this study is to explore how gender influences peer assessment in team-building activities in China. Design/methodology/approach A nine-player Werewolf game was adopted to conduct the experiment. Nine abilities were defined to evaluate players’ performances. Before the game, players filled out a self-assessment questionnaire (five-point Likert scale). After the game, players evaluated other game members’ performances using the same questionnaire. Data were analyzed using linear regression. Findings The results showed that gender bias clearly existed in team-building activities, with men more likely to receive better peer assessment than women. In addition, when women presented themselves as actively as men did, they received less favorable evaluations than men, whereas their failures were more likely to be exaggerated. Practical implications This study may help build harmonious teams for gender equality, and we give practical suggestions respectively from the perspective of female employees, their managers, and their companies. Originality/value Given the importance of team-building activities in teamwork, fair evaluations of team-building performances are essential. However, gender influences on peer assessment in team-building activities in China remain unclear. This study adds new and important knowledge to research on gender bias in teams.

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Section: Background and Hypothesesmentioning

confidence: 73%

Gender bias in team-building activities in China

Lou

Liu

Chen

et al. 2021

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“…Problem-based learning entails the use of an ill-structured problem, such that learning starts from a problem and moves to theory where there are multiple solutions (Abdullah, Mohd-Isa & Samsudin 2019;Akçay 2009;Golightly 2020;Hüttel & Gnaur 2017;Seleke, Havenga & De Beer 2019). Hung (2019:249) stated that such an ill-structured problem must 'contextualise abstract content knowledge to practical meaningful working knowledge'.…”

Section: Problem-based Learning and Self-directed Learningmentioning

confidence: 99%

The promotion of selfdirected learning through the African philosophy of Ubuntu

Toit-Brits¹,

Blignaut²,

Mzuza³

2021

NWU Self-Directed Learning Series

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“…But we cannot provide this 'critical hope' education if we do not have a teaching workforce with the skills to develop such an education for hope. Golightly (2021), in this issue, houses his research in pre-service teacher education and problem-based learning. As alluded to above, education for hope and resilience is, seemingly, best developed through experiential learning.…”

Section: Hope and Its Implication For Geographical And Environmental mentioning

confidence: 99%

“…As alluded to above, education for hope and resilience is, seemingly, best developed through experiential learning. Golightly (2021) informs us that problem-based learning is well suited to Geography classrooms by virtue of its focus on complex human-environment relationships, but that pre-service teachers need to be challenged as both teachers and learners of this active-learning strategy. Through empowering students to "integrate theory and practice, and apply knowledge and skills to develop viable solutions" we are fostering a learning and thinking style based on empathy and thus, hope.…”

Section: Hope and Its Implication For Geographical And Environmental mentioning

confidence: 99%