{"id":26963,"date":"2019-11-14T12:19:41","date_gmt":"2019-11-14T12:19:41","guid":{"rendered":"http:\/\/blogs.ua.pt\/cidtff\/?p=26963"},"modified":"2019-11-14T12:19:41","modified_gmt":"2019-11-14T12:19:41","slug":"capitulo-active-co-constructive-written-feedback-promoting-students-critical-thinking-in-a-higher-education-context","status":"publish","type":"post","link":"https:\/\/cidtff.web.ua.pt\/blog\/?p=26963","title":{"rendered":"Cap\u00edtulo | Active co-constructive written feedback: Promoting students’ critical thinking in a higher education context"},"content":{"rendered":"\n
\"\"<\/a><\/figure><\/div>\n\n\n\n

Helena Pedrosa-de-Jesus (CIDTFF), Cec\u00edlia Guerra (CIDTFF) & Mike Watts |\u00a0Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality\u00a0(TEEM’19), pp. 129-136<\/strong><\/p>\n\n\n\n

Abstract:<\/strong><\/p>\n\n\n\n

\u201cThis study\nexplores innovative ways of promoting students’ critical thinking through\nactive co-constructive written feedback. Data were collected through\nnaturalistic non-participant classroom observation and semi-structured\ninterviews with the teacher and five students involved in an innovative\nacademic practice in an undergraduate Biology course. Results show that the\nwritten feedback provided in this case increased opportunities for students to\nsearch for further information, to negotiate and take decisions within their\ngroup, to co-construct their own feedback before sending their final critical\nanalyses to the teacher. Their group work also allowed them to develop critical\nthinking, collaboration and argumentation. Our study adds two specific\ninnovative contributions to these discussions, to (i) invoke the active\nengagement of students in the provision of ‘co-constructed’ feedback within\ntheir undergraduate studies, and (ii) to focus specifically on developing\nstudents’ critical thinking.\u201d<\/p>\n\n\n\n

ver mais<\/a><\/p>\n\n\n\n

A apresenta\u00e7\u00e3o oral foi realizada por Cec\u00edlia Guerra no “Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality\u201d (TEEM 2019) no 18 Outubro 2019, em Le\u00f3n, Espanha, na \u201cTrack 3 \u2013 Evaluation and guidance\u201d (programa<\/a>).<\/p>\n\n\n\n

– – – – –<\/p>\n\n\n\n

Refer\u00eancia:
<\/strong>Pedrosa-de-Jesus, H., Guerra, C., & Watts, M. (2019). Active co-constructive written feedback: Promoting students’ critical thinking in a higher education context. In\u00a0M. \u00c1. C. Gonz\u00e1lez, F. J. R. Sedano, C. F. Llamas,& F. J. Garc\u00eda-Pe\u00f1alvo (Eds.) Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality\u00a0(TEEM’19)<\/em>, pp. 129-136. New York: ACM. DOI: https:\/\/doi.org\/10.1145\/3362789.3362825. Retrieved from https:\/\/dl.acm.org\/citation.cfm?id=3362825<\/p>\n","protected":false},"excerpt":{"rendered":"

Helena Pedrosa-de-Jesus (CIDTFF), Cec\u00edlia Guerra (CIDTFF) & Mike Watts |\u00a0Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality\u00a0(TEEM’19), pp. 129-136 Abstract: \u201cThis study explores innovative ways of promoting students’ critical thinking through active co-constructive written feedback. Data were collected through naturalistic non-participant classroom observation and semi-structured interviews with the teacher and five […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[47,14,35,5],"tags":[],"class_list":["post-26963","post","type-post","status-publish","format-standard","hentry","category-comunicacoes","category-destaques","category-livros-capitulos","category-publicacoes"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t