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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 0000-0003-2098-074X), Safron L. Milne, Michael N. Petterson, Jasen Chen, Ginger V. Shultz (ORCID 0000-0002-7285-748X)
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
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  Data: Student Experiences with Peer Review and Revision for Writing-to-Learn in a Chemistry Course Context
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  Data: <searchLink fieldCode="AR" term="%22Solaire+A%2E+Finkenstaedt-Quinn%22">Solaire A. Finkenstaedt-Quinn</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2098-074X">0000-0003-2098-074X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Safron+L%2E+Milne%22">Safron L. Milne</searchLink><br /><searchLink fieldCode="AR" term="%22Michael+N%2E+Petterson%22">Michael N. Petterson</searchLink><br /><searchLink fieldCode="AR" term="%22Jasen+Chen%22">Jasen Chen</searchLink><br /><searchLink fieldCode="AR" term="%22Ginger+V%2E+Shultz%22">Ginger V. Shultz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7285-748X">0000-0002-7285-748X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Written+Communication%22"><i>Written Communication</i></searchLink>. 2024 41(4):632-663.
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  Data: 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
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  Data: 32
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  Data: 2024
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  Data: National Science Foundation (NSF)
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  Data: 10.1177/07410883241263542
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  Data: 0741-0883<br />1552-8472
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2024
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  Data: EJ1439673
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        Value: 10.1177/07410883241263542
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      – Text: English
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        PageCount: 32
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      – SubjectFull: Peer Evaluation
        Type: general
      – SubjectFull: Formative Evaluation
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: STEM Education
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      – SubjectFull: Writing Processes
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      – SubjectFull: Organic Chemistry
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Revision (Written Composition)
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      – SubjectFull: Introductory Courses
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      – SubjectFull: Michigan (Ann Arbor)
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      – TitleFull: Student Experiences with Peer Review and Revision for Writing-to-Learn in a Chemistry Course Context
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