생물 예비교사들의 과학 논문 작성 능력에 대한 동료 피드백의 효과에 대한 연구
A Study on the Effects of Peer Feedback on the Writing Abilities of Scientific Articles of Pre-service Biology Teachers
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The purpose of this study was to investigate effects of peer feedback on writing ability of scientific articles of pre-service biology teachers. Subjects of the study were 141 sophomores including 67 male students and 74 female students in the total five classes that took the Ecology and Experiment course. The scientific articles written by pre-service biology teachers were analyzed in three areas, namely the structure of scientific article, the structural components of scientific article, and sentence writing methods. As a result, peer feedback has positive effects on pre-service biology teachers’ writing scientific article. In addition, they wrote sentences right in general in their scientific articles. However, they turned out to have more difficulties with "abstract," "need for research," "examination of previous studies" and "discussion" than the other components of the structure of scientific article, which was attributed to their lack of abilities to critically review and analyze in relation to previous studies. Significant effects of peer feedback did not appeared in all the components of the structure of scientific article and all the areas of sentence writing methods. The pre-service biology teachers even made a decrease in their article writing abilities after doing peer feedback in some areas. Those findings imply a need to introduce other methods such as instructor feedback and peer tutoring and activate education on scientific writing for pre-service biology teachers to improve their scientific article writing abilities.
Abstract
The purpose of this study was to investigate effects of peer feedback on writing ability of scientific articles of pre-service biology teachers. Subjects of the study were 141 sophomores including 67 male students and 74 female students in the total five classes that took the Ecology and Experiment course. The scientific articles written by pre-service biology teachers were analyzed in three areas, namely the structure of scientific article, the structural components of scientific article, and sentence writing methods. As a result, peer feedback has positive effects on pre-service biology teachers’ writing scientific article. In addition, they wrote sentences right in general in their scientific articles. However, they turned out to have more difficulties with "abstract," "need for research," "examination of previous studies" and "discussion" than the other components of the structure of scientific article, which was attributed to their lack of abilities to critically review and analyze in relation to previous studies. Significant effects of peer feedback did not appeared in all the components of the structure of scientific article and all the areas of sentence writing methods. The pre-service biology teachers even made a decrease in their article writing abilities after doing peer feedback in some areas. Those findings imply a need to introduce other methods such as instructor feedback and peer tutoring and activate education on scientific writing for pre-service biology teachers to improve their scientific article writing abilities.
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