Characterizing Peer Review Comments and Revision from a Writing-to-Learn Assignment Focused on Lewis Structures

By S. Finkenstaedt-Quinn, Emma P. Snyder-White, M. Connor, A. Gere, G. Shultz. Journal of Chemical Education, 2019

48 citations recorded by the source corpus.

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...

Subfields: Developmental and Educational Psychology, Education, Physical and Theoretical Chemistry

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