Learn to cooperate and cooperate to learn: : empowering critical thinking skills through cooperative peer review

• Helena Silva ^[1] ; José Lopes ^[2] ; Caroline Dominguez ^[3] ; Rita Payan-Carreira ^[3] ; Eva Morais ^[3] ; Maria M. Nascimento ^[3] ; Felicidade Morais ^[3]
  1. [1] Universidade Do Porto

     Universidade Do Porto

     Santo Ildefonso, Portugal

     
  2. [2] Universidade de Aveiro

     Universidade de Aveiro

     Vera Cruz, Portugal

     
  3. [3] Universidade de Trás-os-Montes e Alto Douro

     Universidade de Trás-os-Montes e Alto Douro

     Vila Real (São Pedro), Portugal

     

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• Localización: Pensamento crítico na educação: desafios atuais / coord. por Caroline Dominguez, 2015, ISBN 978-989-704-207-2, págs. 175-185
• Idioma: inglés
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• Resumen

  • Peer-review and feedback allied to cooperative work are important components of anactive learning and development of critical thinking skills process. It is therefore important to understand the role and influence of feedback provision in peer review activities between cooperative groups. This study analyzes the perceptions and attitudes of 15 students of a Master course on Didactics on the feedback given in peer review activities (between groups), based on their responses to a survey. Results showed, among other aspects, that collaborative work and feedback exchange among groups fostered the contact with different perspectives towards the same situation, and that its critical analysis allowed the students to enhance different skills, the most referred one being thecritical thinking.