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The Role of Authentic Contexts and Social Elements in Supporting Organic Chemistry Students' Interactions with Writing-to-Learn Assignments
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Petterson, Michael N.; Finkenstaedt-Quinn, Solaire A.; Gere, Anne Ruggles; Shultz, Ginger V. – Chemistry Education Research and Practice, 2022
Student affect is an important factor in the learning process and may be especially important in gateway courses such as organic chemistry. Students' recognition of the relevance of the content they are learning and interactions with their peers can support their motivation to learn. Herein, we describe a study focused on how Writing-to-Learn…
Descriptors: Authentic Learning, Context Effect, Interaction, Peer Evaluation
Analysis of the Role of a Writing-to-Learn Assignment in Student Understanding of Organic Acid-Base Concepts
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Schmidt-McCormack, Jennifer A.; Judge, Jessyca A.; Spahr, Kellie; Yang, Ellen; Pugh, Raymond; Karlin, Ashley; Sattar, Atia; Thompson, Barry C.; Gere, Anne Ruggles; Shultz, Ginger V. – Chemistry Education Research and Practice, 2019
Acid-base chemistry is a foundational topic that is taught in courses across the chemistry curriculum. Students often have difficulty distinguishing between the different theories of acid-base chemistry--Brønsted-Lowry and Lewis acid-base chemistry--and applying these two definitions correctly in unfamiliar scenarios. To help students learn these…
Descriptors: Organic Chemistry, Science Education, Writing Assignments, Scientific Concepts