ERIC Number: EJ1375245
Record Type: Journal
Publication Date: 2022
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2154-8455
EISSN: EISSN-2154-8463
Available Date: N/A
Beyond Measure: Using Cogenerative Dialogues as a Formative Assessment to Improve PBL Science Internships
International Journal of Science Education, Part B: Communication and Public Engagement, v12 n4 p345-359 2022
Project-based learning has been suggested as an effective student-centered practice to teach science. However, how to assess students' learning in project-based learning activities remains challenging because of its open-ended nature. In this study of high school students' science internships, we demonstrated that "cogenerative dialogs" can serve as a formative assessment to improve teaching and learning in project-based learning activities. Cogenerative dialogs provided a safe and supportive space for respectful and equitable dialogs. In cogenerative dialogs, both instructors and students identified areas for improvements and brainstormed solutions as a team. As a result, students were empowered to speak up their voices and willing to take on the responsibility for their learning. The regular cogenerative dialogs became an effective form of formative assessments to improve both the teaching and learning involved in the science internships. By analyzing these cogenerative dialogs, we identified eight key strategies used by participants in cogenerative dialogs to justify and assess the internship teaching and learning. These key strategies may serve as a framework to observe how instruction revolutions and feedback are intertwined and how students become engaged in assessing themselves and their peers in formative assessments.
Descriptors: Student Projects, Active Learning, Teaching Methods, Learning Activities, Brainstorming, Cooperative Learning, Dialogs (Language), Internship Programs, Science Education, Formative Evaluation, High School Students, Disadvantaged Schools, Critical Thinking, Teacher Attitudes, Student Attitudes, Anxiety, Scientists, Vignettes, Feedback (Response), Self Evaluation (Individuals), Peer Evaluation
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1322600
Author Affiliations: N/A