A Study of the Effect of Peer Assessment on Children's Critical Thinking in a Kindergarten Craft Course
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| Title: | A Study of the Effect of Peer Assessment on Children's Critical Thinking in a Kindergarten Craft Course |
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| Language: | English |
| Authors: | Yan Wang (ORCID |
| Source: | International Journal of Technology and Design Education. 2025 35(2):431-459. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Early Childhood Education, Kindergarten, Preschool Children, Critical Thinking, Peer Evaluation, Handicrafts |
| DOI: | 10.1007/s10798-024-09914-5 |
| ISSN: | 0957-7572 1573-1804 |
| Abstract: | Critical thinking, as one of the core literacies in the twenty-first century, is essentially the thinking process of making reasonable inferences, questioning and analyzing based on factual evidence. In this paper, we first coded the kindergarten manual class group peer evaluation text through the critical thinking framework proposed by Facione, then processed the text using epistemic network analysis techniques to obtain a network model of critical thinking skills, and finally analyzed the effects of peer evaluation on children's critical thinking skills. The results of the study show that (1) there are differences in the effects of peer evaluation on children's critical thinking skills at different stages. The difference was significant in the early and middle stages, and non-significant in the middle to late stages. This change is a non-linear change, but in general, children's critical thinking is progressing, and this progress is slower in the later stages. (2) There are differences in the structural characteristics of children's critical thinking skills by gender, but this difference is not significant. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1485224 |
| Database: | ERIC |
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| Abstract: | Critical thinking, as one of the core literacies in the twenty-first century, is essentially the thinking process of making reasonable inferences, questioning and analyzing based on factual evidence. In this paper, we first coded the kindergarten manual class group peer evaluation text through the critical thinking framework proposed by Facione, then processed the text using epistemic network analysis techniques to obtain a network model of critical thinking skills, and finally analyzed the effects of peer evaluation on children's critical thinking skills. The results of the study show that (1) there are differences in the effects of peer evaluation on children's critical thinking skills at different stages. The difference was significant in the early and middle stages, and non-significant in the middle to late stages. This change is a non-linear change, but in general, children's critical thinking is progressing, and this progress is slower in the later stages. (2) There are differences in the structural characteristics of children's critical thinking skills by gender, but this difference is not significant. |
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| ISSN: | 0957-7572 1573-1804 |
| DOI: | 10.1007/s10798-024-09914-5 |
