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

Written Communication Oct 2024

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

Solaire A. Finkenstaedt-Quinn University of Michigan–Ann Arbor ; Safron L. Milne ; Michael N. Petterson University of Michigan–Ann Arbor ; Jasen Chen ; Ginger V. Shultz University of Michigan–Ann Arbor

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.

Journal: Written Communication
Published: 2024-10-01
DOI: 10.1177/07410883241263542
Open Access: Closed
Topics: revision

Citation Context

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Cites in this index (5)

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Written Communication
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Written Communication

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