Science teaching is becoming increasingly active, so a widely used methodology is Problem Based Learning (PBL). This method involves solving a problem, which is documented in a report called a Problem Solving Report (PSR). For students this task represents a huge challenge, as it involves acting and expressing themselves in the way that experts in the field would. It is because of this difficulty that tutor guidance through feedback is essential. There are different types and ways of giving feedback, which will have an impact on students’ performance. We analysed the evaluative comments given by the specialists to the students who elaborate an IRP, both in a draft and in the final version of the paper. Based on the classification of written comments by Arancibia, Tapia-Ladino & Correa (2019), we carried out an analysis of the types and modes of evaluative comments and how the object influences the mode. The results indicate that when giving feedback, in the first draft the teachers focus their attention on the surface rather than on the content and the predominant mode is through commands. In the final version, feedback is directed more towards content and positive and negative evaluations increase. It is inferred that to the extent that evaluative comments promote gender appropriateness, students will more easily insert themselves into the community they have joined.
|Translated title of the contribution||Description of science teachers’ feedback on the writing of a PBL problem-solving report|
|Number of pages||21|
|Journal||Logos: Revista de Linguistica, Filosofia y Literatura|
|State||Published - 2023|