Evidence map›Paper›PMID 34941363›Full record

ArticleCBE life sciences education2022

Scalable Science Education via Online Cooperative Questioning.

Courtney B Hilton, Micah B Goldwater, Dale Hancock, Matthew Clemson, Alice Huang, Gareth Denyer

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in CBE life sciences education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Courtney B HiltonDepartment of Psychology, Harvard University, Cambridge, MA, 02138.
Micah B GoldwaterSchool of Psychology, University of Sydney, Sydney, NSW 2006, Australia.
Dale HancockSchool of Life and Environmental Sciences, University of Sydney, Sydney, NSW 2006, Australia.
Matthew ClemsonSchool of Life and Environmental Sciences, University of Sydney, Sydney, NSW 2006, Australia.
Alice HuangSchool of Life and Environmental Sciences, University of Sydney, Sydney, NSW 2006, Australia.
Gareth DenyerSchool of Life and Environmental Sciences, University of Sydney, Sydney, NSW 2006, Australia.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

A critical goal for science education is to design and implement learning activities that develop a deep conceptual understanding, are engaging for students, and are scalable for large classes or those with few resources. Approaches based on peer learning and online technologies show promise for scalability but often lack a grounding in cognitive learning principles relating to conceptual understanding. Here, we present a novel design for combining these elements in a principled way. The design centers on having students author multiple-choice questions for their peers using the online platform PeerWise, where beneficial forms of cognitive engagement are encouraged via a series of supporting activities. We evaluated an implementation of this design within a cohort of 632 students in an undergraduate biochemistry course. Our results show a robust relationship between the quality of question authoring and relevant learning outcomes, even after controlling for the confounding influence of prior grades. We conclude by discussing practical and theoretical implications.

Indexed as

Educational MeasurementStudentsHumansLearningMotivationPeer Group

Identifiers

PMID34941363
PMCPMC9250362

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-SA
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.