Inquiry and writing are two main facets of educational reform implemented to promote student understanding of science. Writing to enhance science understanding in higher education, however, has usually been reserved for small classes due to logistical limitations. Recent advances in e-learning and online tools such as Calibrated Peer Review (CPR) have made writing in large science classes possible, however, little is known about the effectiveness of CPR in enhancing student learning. A web-based authentic inquiry project was developed based on spatial interactions among grizzly bears and implemented in a large (up to 500 students) introductory ecology course at Texas A&M University in the Fall of 2007. Individual students observed the spatial distribution and behavior of the grizzly bears at McNeil River Falls in Alaska using stills captured by the Bear Cam. They posted their observations and developed hypotheses about the pattern of spatial distribution and interactions of grizzly bears in online group discussion. Students tested their hypotheses by collecting data from Bear Cam stills and wrote individual reports about their findings. They participated in an on-line CPR process to review the works of peers as well as their own report. Finally, they revised their reports based on their peer reviews.
Results/Conclusions
This study examined the effect of CPR on student learning through comparing a subset (180) of pre and post CPR reports using a 10-item rubric, supplemented by information from a post-project survey.