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How Digital and Oral Peer Feedback Improves High School Students’ Written Argumentation—A Case Study Exploring the Effectiveness of Peer Feedback in Geography

Institute of Geography Education, University of Cologne, Albertus-Magnus-Platz, 50923 Köln, Germany
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Educ. Sci. 2019, 9(3), 178; https://doi.org/10.3390/educsci9030178
Received: 18 April 2019 / Revised: 26 June 2019 / Accepted: 28 June 2019 / Published: 10 July 2019
This article approaches written argumentation as a concept of promoting geographical literacy. It is argued that student-centered peer feedback is an effective method with which to improve individual students’ argumentative texts. This research uses a case-study design, which analyzed how high school students in different pairs improve their argumentation text under subject-specific criteria. For the feedback process, a subject-specific feedback sheet for students has been designed for them to review their partner’s argumentative text. The findings mainly suggest two outcomes: Different kinds of feedback in terms of interaction, content and argumentative integration of text material lead to text improvement, and that there are varying complexities of feedback acceptance in terms of subject-specific criteria. The results provide a deeper insight into how students can be prepared and rewarded for producing qualitatively high and effective feedback on argumentative texts in socio-scientific contexts with a strong focus on the (linguistic) skills they need for these procedures. View Full-Text
Keywords: argumentation; geography; feedback; peer review argumentation; geography; feedback; peer review
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MDPI and ACS Style

Morawski, M.; Budke, A. How Digital and Oral Peer Feedback Improves High School Students’ Written Argumentation—A Case Study Exploring the Effectiveness of Peer Feedback in Geography. Educ. Sci. 2019, 9, 178. https://doi.org/10.3390/educsci9030178

AMA Style

Morawski M, Budke A. How Digital and Oral Peer Feedback Improves High School Students’ Written Argumentation—A Case Study Exploring the Effectiveness of Peer Feedback in Geography. Education Sciences. 2019; 9(3):178. https://doi.org/10.3390/educsci9030178

Chicago/Turabian Style

Morawski, Michael, and Alexandra Budke. 2019. "How Digital and Oral Peer Feedback Improves High School Students’ Written Argumentation—A Case Study Exploring the Effectiveness of Peer Feedback in Geography" Education Sciences 9, no. 3: 178. https://doi.org/10.3390/educsci9030178

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