NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Solaire A. Finkenstaedt-Quinn; Nicholas F. Garza; Catherine A. Wilhelm; Kristin S. Koutmou; Ginger V. Shultz – Journal of Chemical Education, 2022
With the highly interdisciplinary nature of biochemistry, and the diverse range of students taking introductory biochemistry courses, it can be difficult to incorporate authentic applications of course content that appeal broadly to students. However, it is important to engage students' learning at the affective level. One mode to achieve this…
Descriptors: Biochemistry, Student Motivation, Relevance (Education), Assignments
Peer reviewed Peer reviewed
Direct linkDirect link
Field M. Watts; Amber J. Dood; Ginger V. Shultz; Jon-Marc G. Rodriguez – Journal of Chemical Education, 2023
Chemistry education research demonstrates the value of open-ended writing tasks, such as writing-to-learn (WTL) assignments, for supporting students' learning with topics including reasoning about reaction mechanisms. The emergence of generative artificial intelligence (AI)technology, such as chatbots ChatGPT and Bard, raises concerns regarding…
Descriptors: College Students, Science Instruction, Organic Chemistry, Thinking Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Ina Zaimi; Amber J. Dood; Ginger V. Shultz – Chemistry Education Research and Practice, 2024
Asking students to explain why phenomena occur at a molecular level is vital to increasing their understanding of chemistry concepts. One way to elicit students' mechanistic reasoning and guide construction of knowledge is through Writing-to-Learn (WTL), which is a promising approach for students in organic chemistry courses. In the design of WTL…
Descriptors: Writing Assignments, Teaching Methods, Science Instruction, Scientific Concepts
Peer reviewed Peer reviewed
Direct linkDirect link
Solaire A. Finkenstaedt-Quinn; Safron L. Milne; Michael N. Petterson; Jasen Chen; Ginger V. Shultz – Written Communication, 2024
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…
Descriptors: Peer Evaluation, Formative Evaluation, Feedback (Response), STEM Education