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Student Experiences with Peer Review and Revision for Writing-to-Learn in a Chemistry Course Context
Peer reviewed
Direct linkSolaire 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
Finkenstaedt-Quinn, Solaire A.; Polakowski, Noelle; Gunderson, Brenda; Shultz, Ginger V.; Gere, Anne Ruggles – Written Communication, 2021
While many STEM faculty believe Writing-to-Learn to be an effective instructional tool, instructional barriers such as the time and effort required to provide substantive feedback to their students limit the use of writing in STEM classrooms. Incorporating peer review and revision into the writing process can help mitigate these barriers while…
Descriptors: Peer Evaluation, Revision (Written Composition), STEM Education, Scientific Concepts
