Integrating peer feedback and instructor feedback to support the construction of bilingual scientific argument maps

Archila, Pablo Antonio; Barbosa, Valentina; Gravier, Gissel; Levy, Laura; Ortiz, Brigithe Tatiana; Wilches, Luciana; Mejía, Anne‐Marie Truscott de; Restrepo, Silvia

doi:10.1080/09500693.2022.2119899

Cited by 3 publications

(3 citation statements)

References 53 publications

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“…To be specific, our results indicate that undergraduates who attended monolingual schools at secondary level and those students who attended bilingual or trilingual schools can study together in the same bilingual course without sacrificing their academic performance. Archila et al (2022aArchila et al ( , 2022bArchila et al ( , 2022c) also came to the same conclusion after having compared the grades obtained in quizzes and exams in a university bilingual science course by undergraduates who attended monolingual, bilingual or trilingual schools at secondary level.…”

Section: Resultsmentioning

confidence: 73%

“…In contexts where students with high, middle, and low levels of English language proficiency study together, it is fundamental to understand how differences in language and literacy skills may influence academic achievement (Archila et al, 2022a(Archila et al, , 2022b(Archila et al, , 2022c.…”

Section: Resultsmentioning

confidence: 99%

“…This is why we formulated two hypotheses which are intimately related to these aspects. Furthermore, because our research was carried out in a Spanish-English bilingual science course, the claim that the use of a foreign language (in our case, English) in science education practice seems to pose an additional challenge for students (Archila et al, 2022b(Archila et al, , 2022cLu and So, 2023;Mazak and Herbas-Donoso, 2014), inspired the following hypotheses:…”

Section: Online Bilingual Scientific Informationmentioning

confidence: 99%

See 2 more Smart Citations

Investigating factors that influence students’ ability to seek online bilingual scientific information

Archila

Ortiz

Mejía

et al. 2023

ILS

Self Cite

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Purpose Seeking online bilingual scientific information is a key aspect of bilingual scientific Web literacy – abilities to engage critically with science on the Web using two languages. This study aims to determine whether factors such as age, education major, gender and type of school attended at secondary level (monolingual, bilingual, trilingual) influence undergraduates’ ability to search online Spanish-English bilingual scientific information. Design/methodology/approach The participants in this study were 60 students (43 females and 17 males, 18–25 years old) enrolled in a university bilingual science course at a high-ranked Colombian university. They were asked to complete two tasks in which they had to seek online scientific information in Spanish and in English and post their responses on the Web application, Padlet® (padlet.com). Findings Results indicate that students’ gender and age influence their academic performance in both tasks and level of originality in using information obtained via the Web, respectively. Moreover, the “scientific journal” was the top source of online information from which participants sought most information to complete both tasks. Originality/value People are becoming increasingly accustomed to seeking and sharing online scientific information to support points of view and make decisions. However, it is not known which factors influence students’ ability to seek online first language-English bilingual scientific information in countries where English is the second or foreign language.

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Section: Resultsmentioning

confidence: 73%

Section: Resultsmentioning

confidence: 99%

Section: Online Bilingual Scientific Informationmentioning

confidence: 99%

See 1 more Smart Citation

Investigating factors that influence students’ ability to seek online bilingual scientific information

Archila

Ortiz

Mejía

et al. 2023

ILS

Self Cite

View full text Add to dashboard Cite

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Beyond the Passive Absorption of Information: Engaging Students in the Critical Reading of Scientific Articles

Archila,

Ortiz,

Truscott de Mejía

2024

Sci & Educ

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There is a consensus within the science education community that primary scientific literature is a legitimate and desirable educational resource. Moreover, critical reading of scientific articles is widely recognized as a key aspect of scientific literacy. However, university science courses rarely provide students with explicit opportunities to cultivate their critical reading skills. Much of the reason for this is that instructors tend to hold a passive learning view of reading in which students are expected to absorb information from scientific articles. The purpose of this study was to provide research evidence that an active learning scenario (ALS) combining (1) argumentation, (2) peer critique (also referred to as peer assessment), and (3) the Task-Oriented Reading Instruction framework (Ritchey & List, College Teaching, 70(3), 280–295, 2022) could be a concrete and realistic possibility for engaging students in the critical reading of scientific papers. The data analyzed in this study were the written critiques of scientific research articles and written peer feedback produced by sixty-one university students (38 females and 23 males, 19–25 years old). The results indicate that the ALS effectively offered students explicit opportunities to become more active and more critical readers of scientific articles, producing arguments, anticipating counterarguments, and constructing rebuttals. Implications related to critical reading instruction in science education and supporting students’ development of critical reading skills are discussed.

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Thinking critically about scientific information generated by ChatGPT

Archila,

Ortiz,

Truscott de Mejía

et al. 2024

ILS

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Purpose In November 2022, the commercial company, OpenAI, launched ChatGPT. Since then, university students have rapidly become regular users of this artificial intelligence (AI) platform. One reason for this is the powerful capability of this generative AI tool to produce textual content, which in many cases, is almost indistinguishable from human-generated content. Another reason is that ChatGPT easily gives anyone access to knowledge. However, there is a problem as the vast majority of its users have no idea how this AI platform works and thus overlook the importance of thinking critically about information communicated in ChatGPT. While some call for banning this generative AI tool, this study aims to provide evidence that science classrooms can become scenarios where students find explicit, concrete, and realistic opportunities to critically evaluate scientific information generated by ChatGPT. Design/methodology/approach An intervention study was conducted with 55 students (26 females and 29 males, 17–24 years old) during a university Spanish-English bilingual science course taught within an active learning environment. The data consist of the written critiques of the students about Spanish-English bilingual scientific texts produced by ChatGPT. Findings Results indicate that the intervention had a positive effect on students’ abilities to construct sound arguments in Spanish and in English while judging the quality of scientific texts produced by this AI bot. Moreover, the findings suggest that the intervention enriched students’ skills to make improvements to texts produced by this generative AI tool. Originality/value The evidence provided in this study contributes to the exploration of possibilities to help students become critical users of ChatGPT.

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Integrating peer feedback and instructor feedback to support the construction of bilingual scientific argument maps

Cited by 3 publications

References 53 publications

Investigating factors that influence students’ ability to seek online bilingual scientific information

Investigating factors that influence students’ ability to seek online bilingual scientific information

Beyond the Passive Absorption of Information: Engaging Students in the Critical Reading of Scientific Articles

Thinking critically about scientific information generated by ChatGPT

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