A Comparative Study Of "Writing Peer Review" In High School Chemistry Error-prone Concept Learning

Writing is a valuable tool for learners to participate in the process of knowledge construction,allowing them to express and engage with their knowledge in a meaningful way.Through writing,students are able to identify misconceptions and discrepancies in their understanding when prompted by teachers to use their existing knowledge to articulate concepts with clarity.Evaluation is one of the very important procedures in teaching and learning,and two areas that have attracted much scholarly attention are teacher evaluation and peer assessment.Peer assessment is a way for learners to evaluate each other’s work.This feedback model transforms the classroom from a "teaching"-centered to a "learning"-centered one,ultimately giving learners the status of subjects and truly giving the classroom to students.When students read conceptual information written by their peers,they are able to recognize erroneous conceptual information,which helps them to develop their own knowledge system,enhance their understanding,and address any gaps in their knowledge and comprehension.Additionally,peer assessment of writing can promote the construction of knowledge and exchange of understanding among peers,thereby providing students with opportunities for diverse knowledge construction and skill development.In this research,we aimed to incorporate the peer assessment of writing learning model into the senior chemistry curriculum by designing a comparative experiment.The control group received training in writing chemical concepts through the traditional teacher review method,while the experimental group underwent training through the peer assessment method of evaluation.The experimental procedure comprised of a pre-experimental test,a questionnaire pre-test,the experimental process,a post-experimental test,a questionnaire post-test,and an interview.The data collected from the experiment were analyzed using Questionnaire Star and SPSS statistical analysis software.The findings indicate that the cooperative learning approach of peer assessment in writing can enhance students’ comprehension and application of challenging concepts,as well as identify any misunderstandings or gaps in their knowledge.Through communication,students can improve their conceptual understanding and academic performance,boost their confidence in learning chemistry,and enhance their cooperative learning and communication abilities.This study introduces the commonly used peer assessment method in writing into chemistry classroom instruction,with the aim of exploring a teaching model for chemistry concepts based on peer assessment in writing.The results of this study can serve as a valuable reference for chemistry educators seeking to implement peer assessment in their teaching practice.