Resource Image Designing Peer Review for Pedagogical Success: What Can We Learn From Professional Science?

by: Nancy M. Trautmann
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Type of Resource: Journal Article
Publication Title: Journal of College Science Teaching
Publication Date: 3/1/2009
Grade Level: College


This article compares peer review in professional versus education settings, summarizing key aspects of scientific peer review and reflecting on how these relate to the process as experienced by students. Consideration of professional peer review benefits educators in two ways. First, systems used for student peer review can employ some of the same tactics employed in professional science to minimize bias, optimize the impact of reviews, and maximize the quality of final manuscripts. In addition, explicit discussion of relevant aspects of professional peer review introduces students to important aspects of the nature of science.

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Additional Info

Science Discipline: (mouse over for full classification)
Scientific habits of mind
Intended User Role:College/University Professor (core science discipline), College/University Professor (preservice science education)
Educational Issues:Assessment of students, Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Professional development, Teacher preparation, Teaching strategies


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Size: KB
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National Standards Correlation

This resource has 9 correlations with the National Standards.  

This resource has 9 correlations with the National Standards.  

  • Science as Inquiry
    • Abilities necessary to do scientific inquiry
      • Think critically and logically to make the relationships between evidence and explanations.
    • Understandings about scientific inquiry
      • Scientists make the results of their investigations public; they describe the investigations in ways that enable others to repeat the investigations. (K-4)
      • Scientists review and ask questions about the results of other scientists' work. (K-4)
  • History and Nature of Science
    • Nature of science
      • Different scientists might publish conflicting experimental results or might draw different conclusions from the same data. (5-8)
      • It is part of scientific inquiry to evaluate the results of scientific investigations, experiments, observations, theoretical models, and the explanations proposed by other scientists. As scientific knowledge evolves, major disagreements are eventually resolved through such interactions between scientists. (5-8)
      • Evaluation includes reviewing the experimental procedures, examining the evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence, and suggesting alternative explanations for the same observations. (5-8)
      • Although scientists may disagree about explanations of phenomena, about interpretations of data, or about the value of rival theories, they do agree that questioning, response to criticism, and open communication are integral to the process of science. (5-8)
  • Process Standards for Professional Development
    • Research-Based
      • Prepares educators to apply research to decision making. (NSDC)
      • Connect and integrate all pertinent aspects of science and science education. (NSES)

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