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Peer Review in Education: Promoting Collaboration, Written Expression, Critical Thinking, and Professional Responsibility

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Abstract

This article discusses the application of the peer review process as a pedagogical instrument for the promotion of written expression, collaborative work, critical thinking, and professional responsibility among Informatics and Engineering majors. The approach is introduced with a motivation, followed by a discussion about common principles of current learning paradigms and the peer review process. This work is being conducted in Brazil, where we intend to promote a learning paradigm shift through the application of peer review in education. A framework for this application is outlined, together with an account of results from experiences and a discussion about the skills that this approach exercises, especially with regard to widely accepted curricula and codes of ethics and professional conduct. Further research and development efforts are conjectured.

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Authors and Affiliations

  1. Computing Science and Engineering, and UFSC, Graduate Program in Production Engineering, UNIVALI at São José, Brazil

    Vinícius Medina Kern

  2. Psychology, and UFSC, Graduate Program in Production Engineering, UNIVALI at Biguaçu, Brrazil

    Luciana Martins Saraiva

  3. UFSC, Graduate Program in Production Engineering, Brazil

    Roberto Carlos dos Santos Pacheco

Authors
  1. Vinícius Medina Kern
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  2. Luciana Martins Saraiva
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  3. Roberto Carlos dos Santos Pacheco
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Correspondence to Vinícius Medina Kern.

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Kern, V.M., Saraiva, L.M. & dos Santos Pacheco, R.C. Peer Review in Education: Promoting Collaboration, Written Expression, Critical Thinking, and Professional Responsibility. Education and Information Technologies 8, 37–46 (2003). https://doi.org/10.1023/A:1023974224315

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