NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ920130
Record Type: Journal
Publication Date: 2011
Pages: 28
Abstractor: As Provided
Reference Count: 57
ISSN: ISSN-0899-3408
Peer Review-Based Scripted Collaboration to Support Domain-Specific and Domain-General Knowledge Acquisition in Computer Science
Demetriadis, Stavros; Egerter, Tina; Hanisch, Frank; Fischer, Frank
Computer Science Education, v21 n1 p29-56 2011
This study investigates the effectiveness of using peer review in the context of scripted collaboration to foster both domain-specific and domain-general knowledge acquisition in the computer science domain. Using a one-factor design with a script and a control condition, students worked in small groups on a series of computer science problems requiring both domain-specific and domain-general knowledge. The scripted groups carried out peer reviews of their draft solutions. Scripted group members spent more time developing their solutions and reported a higher subjective learning outcome than control group members. Scripted groups acquired also significant domain-general knowledge on peer reviewing; however, there were no substantial differences with respect to the acquisition of domain-specific knowledge (as compared to control groups). Overall, the study provides evidence that students in computer science can benefit from peer review-based scripted collaboration and acquire domain-general knowledge without any harm for domain-specific knowledge. The issue of why domain-specific knowledge was not also improved is discussed from various viewpoints. (Contains 1 note, 3 figures and 7 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A