期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2020
页码：1-4
DOI：10.24908/pceea.vi0.14196
出版社：The Canadian Engineering Education Association (CEEA)
摘要：We examine the design of error detection prompts which scaffold peer-feedback as a corrective process, rather than an error-identification task. After designing a series of these prompts, they were given to a class of students in an introductory physics course (treatment group). Students in the treatment group, in comparison to the control group, 1) were more successful at correctly identifying errors and providing more meaningful feedback to a fictional classmate, and 2) wrote more, and explained physics better on final exam questions. In addition, several students adopted a mentoring (tutor-tutee) identity when writing feedback.
