Encouraging Revision of Scientific Ideas with Critique in an Online Genetics Unit

Abstract

Encouraging students to revise their scientific ideas after encountering new evidence is essential to science learning, but has proven challenging. We investigated the merit of critique in promoting revision. 315 students participated in an online genetics unit where we investigated how critique affects the nature and frequency of revisions made to student essays. Students in the critique condition explain what is wrong or missing from several common non-normative student ideas regarding difficult topics in genetics. We compare this to a method used in the past to encourage students to add new ideas to their essays; students in the revisit condition are directed back to relevant information and interactive models rather than practicing critique. Students in the critique condition were more likely to revise their essays at all, especially students with low prior knowledge. Students that practiced critique were also significantly more likely to add new ideas to their revisions.