Student Experiences with Peer Review and Revision for Writing-to-Learn in a Chemistry Course Context
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| Title: | Student Experiences with Peer Review and Revision for Writing-to-Learn in a Chemistry Course Context |
|---|---|
| Language: | English |
| Authors: | Solaire A. Finkenstaedt-Quinn (ORCID |
| Source: | Written Communication. 2024 41(4):632-663. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2121123 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Peer Evaluation, Formative Evaluation, Feedback (Response), STEM Education, Writing Processes, Learning Processes, Organic Chemistry, Teaching Methods, Student Attitudes, Science Instruction, Revision (Written Composition), Educational Benefits, Writing Assignments, Student Experience, Undergraduate Students, State Universities, Introductory Courses |
| Geographic Terms: | Michigan (Ann Arbor) |
| DOI: | 10.1177/07410883241263542 |
| ISSN: | 0741-0883 1552-8472 |
| Abstract: | Peer review is useful for providing students with formative feedback, yet it is used less frequently in STEM classrooms and for supporting writing-to-learn (WTL). While research indicates the benefits of incorporating peer review into classrooms, less research is focused on students' perceptions thereof. Such research is important as it speaks to the mechanisms whereby peer review can support learning. This study examines students' self-reported approaches to and perceptions of peer review and revision associated with WTL assignments implemented in an organic chemistry course. Students responded to a survey covering how they approached peer review and revision and the benefits they perceived from participating in each. Findings indicate that the assignment materials guided students' approaches during both peer review and revision. Furthermore, students described various ways both receiving feedback from their peers and reading their peers' drafts were beneficial, but primarily connected their revisions to receiving feedback. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1439673 |
| Database: | ERIC |
| Abstract: | Peer review is useful for providing students with formative feedback, yet it is used less frequently in STEM classrooms and for supporting writing-to-learn (WTL). While research indicates the benefits of incorporating peer review into classrooms, less research is focused on students' perceptions thereof. Such research is important as it speaks to the mechanisms whereby peer review can support learning. This study examines students' self-reported approaches to and perceptions of peer review and revision associated with WTL assignments implemented in an organic chemistry course. Students responded to a survey covering how they approached peer review and revision and the benefits they perceived from participating in each. Findings indicate that the assignment materials guided students' approaches during both peer review and revision. Furthermore, students described various ways both receiving feedback from their peers and reading their peers' drafts were beneficial, but primarily connected their revisions to receiving feedback. |
|---|---|
| ISSN: | 0741-0883 1552-8472 |
| DOI: | 10.1177/07410883241263542 |
