基于认知网络分析的同伴评价对儿童知识建构过程的影响研究

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2025-01-08 DOI:10.1016/j.stueduc.2024.101441

Xia Zhang, Yan Wang, Hao Chen

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引用次数: 0

摘要

同伴评价促进儿童高阶认知技能的发展。本研究采用认知网络分析法，在中国一所小学的一年级艺术课程中实施为期12周的同伴评估教学策略。本研究旨在从时间序列的角度探讨同伴评价对美术课儿童知识建构过程的影响。结果表明：(1)同伴评价能够有效地促进幼儿的深层知识建构，帮助幼儿在高阶认知结构上构建知识；(2)不同元认知自我调节水平的幼儿对知识要素的关注程度不同；(3)不同性别儿童在课程过程的不同阶段所关注的知识要素存在差异。然而，知识建构的整体过程从浅学习到深度学习，在这个过程中没有显著的性别差异。我们的研究结果不仅丰富了艺术专业一年级学生通过同伴评估构建知识的过程，而且为艺术教师和教育工作者开展教育活动提供了见解。

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A study on the effect of peer assessment on children's knowledge construction processes based on Epistemic Network Analysis

Peer assessment promotes the development of children's higher-order cognitive skills.This study used epistemic network analysis to implement a 12-week peer assessment teaching strategy in a first-grade art course at an elementary school in China. It aimed to explore the impact of peer assessment on children's knowledge construction process in an art course from a time-series perspective. The results show that:（1）Peer assessment is effective in enhancing children's deeper knowledge construction and helping them to construct knowledge on higher-order cognitive structures.（2）Children with different levels of metacognitive self-regulation focused on different elements of knowledge, and peer assessment had a more pronounced effect on the integrated and deeper construction of cognitive structures in children with high levels of metacognitive self-regulation.（3）There were differences in the elements of knowledge that children of different genders focused on at different stages of the curriculum process. However, the overall process of knowledge construction progressed from shallow to deep learning, with no significant gender differences in this progression. Our findings not only enrich the process of constructing knowledge through peer assessment for first-grade students in the art program, but also provide insights for art teachers and educators to carry out educational activities.

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.