Article | 3:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar; 30 november - 1 december; Campus Norrköping; Linköpings universitet | How Peer-Review Affect Student Learning

Title:
How Peer-Review Affect Student Learning
Author:
Martin Skoglund: Department of Electrical Engineering, Link√∂ping University, Link√∂ping Christian Lundquist: Department of Electrical Engineering, Link√∂ping University, Link√∂ping Karl Granström: Department of Electrical Engineering, Link√∂ping University, Link√∂ping Torkel Glad: Department of Electrical Engineering, Link√∂ping University, Link√∂ping
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Full text (pdf)
Year:
2012
Conference:
3:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar; 30 november - 1 december; Campus Norrköping; Linköpings universitet
Issue:
075
Article no.:
019
Pages:
91-97
No. of pages:
7
Publication type:
Abstract and Fulltext
Published:
2012-06-26
Series:
Linköping Electronic Conference Proceedings
ISSN (print):
1650-3686
ISSN (online):
1650-3740
Publisher:
Linköping University Electronic Press; Linköpings universitet


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No abstract available

3:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar; 30 november - 1 december; Campus Norrköping; Linköpings universitet

Author:
Martin Skoglund, Christian Lundquist, Karl Granström, Torkel Glad
Title:
How Peer-Review Affect Student Learning
References:

[1] J. Liu; D. T. Pysarchik; and W. W. Taylor; ‚ÄúPeer review in the classroom;‚ÄĚ BioScience; vol. 52; no. 9; pp. 824‚Äď829; Sep. 2002.


[2] L. D. Feisel and A. J. Rosa; ‚ÄúThe role of the laboratory in undergraduate engineering education;‚ÄĚ Journal of Engineering Education; vol. 94; pp. 121‚Äď130; Jan. 2005.


[3] A. Hofstein and V. N. Lunetta; ‚ÄúThe role of the laboratory in science teaching: Neglected aspects of research;‚ÄĚ Review of Educational Research; vol. 52; no. 2; pp. 201‚Äď217; 1982.


[4] ‚ÄĒ‚ÄĒ; ‚ÄúThe laboratory in science education: Foundations for the twentyfirst century;‚ÄĚ Science Education; vol. 88; no. 1; pp. 28‚Äď54; Dec. 2004.


[5] J. C. Colosi and C. R. Zales; ‚ÄúJigsaw cooperative learning improves biology lab courses;‚ÄĚ BioScience; vol. 48; no. 2; pp. 118‚Äď124; Feb. 1998.


[6] K. Topping; ‚ÄúPeer assessment between students in colleges and universities;‚ÄĚ Review of Educational Research; vol. 68; no. 3; pp. 249‚Äď276; 1998.


[7] P. A. Kirschner and M. A. M. Meester; ‚ÄúThe laboratory in higher science education: Problems; premises and objectives;‚ÄĚ Higher Education; vol. 17; pp. 81‚Äď98; 1988.


[8] B. H. W. Yung; ‚ÄúThree views of fairness in a school-based assessment scheme of practical work in biology;‚ÄĚ International Journal of Science Education; vol. 23; no. 10; pp. 985‚Äď1005; Oct. 2001.


[9] K. J. Topping and S. W. Ehly; ‚ÄúPeer assisted learning: A framework for consultation;‚ÄĚ Journal of Educational and Psychological Consultation; vol. 12; no. 2; pp. 113‚Äď132; Jun. 2001.


[10] N. Trautmann; ‚ÄúInteractive learning through web-mediated peer review of student science reports;‚ÄĚ Educational Technology Research and Development; vol. 57; no. 5; pp. 685‚Äď704; Oct. 2009.


[11] N. J. Pelaez; ‚ÄúProblem-based writing with peer review improves academic performance in physiology.‚ÄĚ Advances in physiology education; vol. 26; pp. 174‚Äď184; Dec. 2002.


[12] D. E. Berry and K. L. Fawkes; ‚ÄúConstructing the Components of a Lab Report Using Peer Review;‚ÄĚ Journal of Chemical Education; vol. 87; no. 1; pp. 57‚Äď61; Jan. 2010.

3:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar; 30 november - 1 december; Campus Norrköping; Linköpings universitet

Author:
Martin Skoglund, Christian Lundquist, Karl Granström, Torkel Glad
Title:
How Peer-Review Affect Student Learning
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