Feedback Dialogues That Stimulate Students' Reflective Thinking

被引：52

作者：

Van der Schaaf, Marieke ^{[1
]}

Baartman, Liesbeth ^{[1
]}

Prins, Frans ^{[1
]}

Oosterbaan, Anne ^{[1
]}

Schaap, Harmen ^{[1
]}

机构：

[1] Univ Utrecht, Dept Educ Sci, Utrecht, Netherlands

来源：

SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH | 2013年 / 57卷 / 03期

关键词：

Feedback; reflective thinking; dialogue; interaction; FORMATIVE ASSESSMENT; INQUIRY; STYLES;

D O I：

10.1080/00313831.2011.628693

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

How can feedback dialogues stimulate students' reflective thinking? This study aims to investigate: (1) the effects of feedback dialogues between teachers and students on students' perceptions of teacher feedback and (2) the relation between features of feedback dialogues and students' thinking activities as part of reflective thinking. A quasi-experiment was carried out in which 72 secondary education students received written teacher feedback. Half of them had an additional feedback dialogue with their teacher. The latter group perceived teachers' feedback as more useful than the group without a dialogue. The feedback dialogues could be clustered in 2 groups that varied in the number of segments containing teacher and student interaction. The number of segments containing interaction was positively correlated with students' use of thinking activities.

引用

页码：227 / 245

页数：19