Journal article
Fostering scientific practices through structured peer critique: cross-age feedback in ninth-grade science writing
International journal of science education, pp.1-20
11/04/2025
DOI: 10.1080/09500693.2025.2579580
Abstract
This study examines the impact of structured peer feedback from younger students within an argument-based inquiry (ABI) framework on the writing quality and conceptual understanding of ninth-grade students. Guided by the Science Writing Heuristic (SWH) approach, the research investigated how feedback provided by fourth-grade students influenced older students’ revisions. Participants were 95 students across two grade levels in a Midwestern school district in the United States. A quasi-experimental pre – post design was used to assess changes in writing quality across four dimensions: content knowledge, argumentation, rhetoric, and multimodal representation. Results showed statistically significant improvements in argumentation and rhetorical skills, underscoring the value of structured feedback templates in guiding effective revisions. Gains in content knowledge were modest and not statistically significant, and no significant changes were observed in multimodal representation, indicating a need for targeted scaffolding in this area. These findings highlight the potential of structured peer feedback, even in cross-age contexts, to improve specific aspects of scientific writing, while also identifying areas for further instructional support and research.
Details
- Title: Subtitle
- Fostering scientific practices through structured peer critique: cross-age feedback in ninth-grade science writing
- Creators
- Sae Yeol Yoon - Delaware State UniversityNurcan Keles - Dicle UniversityBrian Hand - University of Iowa
- Resource Type
- Journal article
- Publication Details
- International journal of science education, pp.1-20
- DOI
- 10.1080/09500693.2025.2579580
- ISSN
- 0950-0693
- eISSN
- 1464-5289
- Publisher
- ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
- Language
- English
- Electronic publication date
- 11/04/2025
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9985024144702771
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