Formative Assessment in Computer-Supported Inquiry Learning in Secondary STEM Education

Studies show a decline in youths’ academic performance and interest in STEM subjects. Computersupported inquiry-based learning can address this. While students need guidance during inquiry, the role of peers as a source of support is currently understudied. This research project explores under which conditions peer assessment, as a specific source of support, produces the best learning outcomes.

Keywords:Inquiry learning, Computer-Supported Collaborative Learning, Secondary Education, Peer Assessment

Disciplines:Instructional psychology and instructional design, Science, technology and engineering curriculum and pedagogics, Secondary education, Didactics of school subjects, Educational technology, Microlevel instructional sciences