A Model for Facilitating Peer Review in the STEM Disciplines: A Case Study of Peer Review Workshops Supporting Student Writing in Introductory Biology Courses

Brieger, Katharine K; Bromley, Pam

doi:10.37514/dbh-j.2014.2.1.06

Cited by 3 publications

(2 citation statements)

References 19 publications

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“…By seeing others’ logical missteps, students can learn to identify an argument’s gaps or organizational inconsistencies (Beach, 1989; Ferris, 2003; Thompson, 2002) and to analyze ideas from perspectives beyond their own (Paulus, 1999). As a result, students who engage in peer review tend to revise their own work more extensively, to produce stronger texts, and to better understand the scientific process (Brieger & Bromley, 2014; Guilford, 2001; Lee, 1997; Rangachari, 2010; Rollinson, 2005; Trautmann, 2009). Some empirical evidence has suggested that even web-based peer-review programs can improve students learning, but only when they are designed to address higher order writing concerns (Reynolds & Moskovitz, 2008).…”

Section: Why Writing?mentioning

confidence: 99%

Joining the conversation: Teaching students to think and communicate like scholars.

Parks¹

2022

Scholarship of Teaching and Learning in Psychology

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Although today's psychology students are well versed in the early stages of the scientific method (developing a research question; designing an experiment), they are rarely asked to engage in the final stage of the scientific method: building and communicating an idea among scholars. As a result, students often fail to appreciate the "unending conversation" that is academic inquiry. To help students learn to think "like scientists" and join a scholarly conversation, we have tried mirroring elements of scholarly practices in the classroom (e.g., writing, collaboration). Evidence in the natural sciences has suggested that each of these pedagogical techniques, taken individually, can enhance students' critical thinking. More recent work in chemistry education, however, has demonstrated that a holistic approach, engaging students in multiple scholarly practices, may lead to greater gains in critical thinking. In this article, I argue for such an approach in psychology-one that more closely mirrors how scholars operate in the real world. As a model, I present a scaffolded writing project that asks students to think like scientists by engaging in multiple scholarly practicescollaborative writing, inquiry-based research, and peer review. I hypothesize that students can make significant gains in critical thinking when they are placed in the role of scholar. I thus call for a new direction in how we approach today's psychology students and highlight the critical need for empirical testing of this and other combinatory approaches.

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Section: Why Writing?mentioning

confidence: 99%

Joining the conversation: Teaching students to think and communicate like scholars.

Parks¹

2022

Scholarship of Teaching and Learning in Psychology

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“…Our approach is in keeping with recent work by Wackerly, who encourages the stepwise or staged approach of “medium-level” writing tasks being done ahead of “high-level” cognitive tasks. Our approach to improving students’ writing process knowledge and subject matter knowledge is supported by a variety of studies that incorporate peer review in STEM disciplines, , which has been proven to enable greater understanding of the scientific writing process, increase substantial revision processes and produce stronger manuscripts, and increase conceptual retention of disciplinary knowledge . Although often lab instructors do not see attention to teaching writing as their scholarly domain, we see a primary and crucial strategy of mitigating such discomfort to be partnering science courses with campus writing center professionals, a key distinction of this three-year pilot project.…”

Section: Introductionmentioning

confidence: 99%

Writing as a Mode of Learning: Staged Approaches to Chromatography and Writing in the Undergraduate Organic Lab

2019

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In an effort to provide our second-year organic chemistry students with experience in a scientific investigation, a staged writing approach to a chromatographic experiment was designed. Using best practices from writing in the disciplines approaches to learning, short lab exercises followed by writing assignments with periods of reflection and marker/tutor/instructor feedback were implemented. When combined with a guided peer review process by peer tutors, graded student performance in all sections of a lab report were improved. Four years of development and study found that students increase their written performance involving both the theory and principles of chromatography as well as the craft of writing when guided by a chemistry professional as well as a writing professional.

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Prompting Engagement: Scaffolded Writing Designed to Enhance Student Learning in Fisheries Biology

Lorenz Mrakovcich,

LaCasse

2024

Journal of College Science Teaching

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A Model for Facilitating Peer Review in the STEM Disciplines: A Case Study of Peer Review Workshops Supporting Student Writing in Introductory Biology Courses

Cited by 3 publications

References 19 publications

Joining the conversation: Teaching students to think and communicate like scholars.

Joining the conversation: Teaching students to think and communicate like scholars.

Writing as a Mode of Learning: Staged Approaches to Chromatography and Writing in the Undergraduate Organic Lab

Prompting Engagement: Scaffolded Writing Designed to Enhance Student Learning in Fisheries Biology

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