Student Experiences With Peer Review and Revision for Writing-to-Learn in a Chemistry Course Context

IF 1.9 1区文学 Q2 COMMUNICATION

Written Communication Pub Date : 2024-08-08 DOI:10.1177/07410883241263542

S. Finkenstaedt-Quinn, Safron L. Milne, Michael N. Petterson, Jasen Chen, G. Shultz

引用次数: 0

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.

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学生在化学课程背景下为 "以写促学 "进行同行评议和修改的经验

同行评议有助于为学生提供形成性反馈，但在科学、技术、工程和数学（STEM）课堂以及支持 "从写作到学习"（WTL）的过程中，同行评议的使用频率较低。虽然研究表明将同行评议纳入课堂教学有很多好处，但较少研究学生对同行评议的看法。这种研究非常重要，因为它揭示了同伴互评支持学习的机制。本研究考察了学生自我报告的与有机化学课程中实施的 WTL 作业相关的同行评议和修改的方法和看法。学生们回答了一项调查，内容包括他们如何对待同行评议和复习，以及他们从参与同行评议和复习中获得的益处。调查结果表明，作业材料指导了学生在同行评议和修改过程中的方法。此外，学生们还描述了从同伴那里获得反馈和阅读同伴的草稿所带来的各种益处，但他们主要将自己的修改与获得反馈联系起来。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Written Communication COMMUNICATION-

CiteScore

3.90

自引率

15.80%

发文量

期刊介绍： Written Communication is an international multidisciplinary journal that publishes theory and research in writing from fields including anthropology, English, education, history, journalism, linguistics, psychology, and rhetoric. Among topics of interest are the nature of writing ability; the assessment of writing; the impact of technology on writing (and the impact of writing on technology); the social and political consequences of writing and writing instruction; nonacademic writing; literacy (including workplace and emergent literacy and the effects of classroom processes on literacy development); the social construction of knowledge; the nature of writing in disciplinary and professional domains.