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

• DOI: 10.1021/acs.jchemed.8b00711
• Publication Date: 2019-01-03T12:21:14Z
• Authors: S. A. Finkenstaed...; E. P. Snyder-White; M. C. Connor; A. Ruggles Gere; G. V. Shultz
• Keywords: 4. Education; 05 social sciences; 0503 education

Lewis structures are fundamental to learning chemistry, yet many students struggle develop a complex understanding of its meaning and uses. Writing-to-Learn supports in developing deeper conceptual the topic, making it an ideal pedagogy apply student structures. One difficulty often associated with classroom writing is capacity instructors provide feedback each on their written work; however, this practical constraint can be mitigated through incorporating peer review. Peer review revision known support underutilized STEM (Science, Technology, Engineering, Math) classrooms. Additionally, authentic, common, necessary practice chemistry research, which warrants incorporation early courses. A major concern regarding use review-based ability concept-based that both correct detailed enough enhance substantial revisions. In response, work investigates relationship between characteristics students' comments context assignment focusing Chemistry wrote summary Lewis' 1916 paper introducing structures, participated review, revised response structured prompt detailing specific concepts covered. The revisions were thematically analyzed. deductively analyzed according analytical framework characterize usefulness comments. extent type also paired, if relevant, Results indicate provided conceptually focused peers' work, irrespective content being addressed. Although rubric focused, made mixture editing following These results suggest further scaffolding what constitutes good may promote learning.