Original Research and Peer Review Using Web-Based Collaborative Tools by College Students

The Environmental Inquiry program supports inquiry based, student-centered science teaching on selected topics in the environmental sciences. Many teachers are unfamiliar with both the underlying science of toxicology, and the process and importance of peer review in scientific method. The protocol and peer review process was tested with college students at 11 universities around the United States. The overall goal was to promote science education by engaging students in a sociologically authentic scientific research including anonymous peer review. Students were provided with the methods and knowledge to conduct a toxicology experiment and the technology needed for communication. They conducted a bioassay experiment, posted their results on a web, and completed anonymous peer reviews. Data consisted of peer reviews, anonymous online questionnaire, and another questionnaire about students' experiences and their evaluation of the project. There were statistically significant differences among schools in scores received for the quality of the argument and quality of technical writing. However, the only statistically significant difference concerned the average score received was the quality of technical writing. The findings suggested that the research and peer review protocols could be adapted for use by introductory level college science students, including prospective science teachers. (Contains 9 tables and 1 footnote.)