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Characterizing Peer Review Comments and Revision from a Writing-to-Learn Assignment Focused on Lewis Structures
- Source :
- Journal of Chemical Education. 96:227-237
- Publication Year :
- 2019
- Publisher :
- American Chemical Society (ACS), 2019.
-
Abstract
- Lewis structures are fundamental to learning chemistry, yet many students struggle to develop a complex understanding of its meaning and uses. Writing-to-Learn supports students in developing a deeper conceptual understanding of the topic, making it an ideal pedagogy to apply to student learning of Lewis structures. One difficulty often associated with classroom writing is the capacity of instructors to provide feedback to each student on their written work; however, this practical constraint can be mitigated through incorporating peer review. Peer review and revision are known to support conceptual learning and yet are underutilized in STEM (Science, Technology, Engineering, and Math) classrooms. Additionally, peer review is an authentic, common, and necessary practice in chemistry research, which warrants its incorporation early on in chemistry courses. A major concern regarding the use of peer review-based feedback is the ability of students to provide concept-based feedback that is both correct and de...
- Subjects :
- Science instruction
010405 organic chemistry
05 social sciences
050301 education
General Chemistry
01 natural sciences
Ideal (ethics)
0104 chemical sciences
Education
Lewis structure
symbols.namesake
Concept learning
Constructivism (philosophy of education)
ComputingMilieux_COMPUTERSANDEDUCATION
symbols
Mathematics education
Chemistry (relationship)
Student learning
0503 education
Mathematics
Meaning (linguistics)
Subjects
Details
- ISSN :
- 19381328 and 00219584
- Volume :
- 96
- Database :
- OpenAIRE
- Journal :
- Journal of Chemical Education
- Accession number :
- edsair.doi...........683b01ade6141f55ef9284aa0096cb42