Author(s):
Writing-to-learn is an instructional pedagogy focused on using writing to support students’ conceptual understanding and disciplinary thinking. However, instructors cite a number of barriers to incorporating writing into STEM classrooms. One of these barriers is the time and resources it takes to grade and provide students with feedback on their writing. Incorporating peer review and revision can support students as they respond to writing assignments and mitigate the need for instructor feedback. While research indicates that students benefit from engaging in peer review and revision processes, prior work primarily focuses on assignments that target students’ ability to write. We seek to extend the existing research by characterizing the role peer review and revision can play in supporting student learning as they engage with writing-to-learn in STEM, with a focus on chemistry courses. We will present some of our findings related to (1) the types of peer feedback that students give and receive, as well as the types of revisions they make and (2) students’ approaches to and perceptions of peer review and revision.
Coauthors
Ginger V. Shultz, University of Michigan, Ann Arbor, MI
