The Role of Authentic Contexts and Social Elements in Supporting Organic Chemistry Students' Interactions with Writing-to-Learn Assignments

Autor/inn/en	Petterson, Michael N.; Finkenstaedt-Quinn, Solaire A.; Gere, Anne Ruggles; Shultz, Ginger V.
Titel	The Role of Authentic Contexts and Social Elements in Supporting Organic Chemistry Students' Interactions with Writing-to-Learn Assignments
Quelle	In: Chemistry Education Research and Practice, 23 (2022) 1, S.189-205 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Finkenstaedt-Quinn, Solaire A.) ORCID (Shultz, Ginger V.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
Schlagwörter	Authentic Learning; Context Effect; Interaction; Peer Evaluation; Content Area Writing; Organic Chemistry; Science Laboratories; Introductory Courses; Undergraduate Students; Student Attitudes; Learning Motivation; Revision (Written Composition); Knowledge Level; Research Universities; Writing Assignments + Suchen Sie Ihr Suchwort? Interaktion; Schriftliche Übung; Organische Chemie; Einführungskurs; Schülerverhalten; Motivation for studies; Lernmotivation; Korrektur; Wissensbasis; Forschungseinrichtung
Abstract	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 assignments situate organic chemistry content within relevant contexts and incorporate social elements to support positive student interactions with organic chemistry. These assignments incorporate rhetorical elements--an authentic context, role, genre, and audience--to support student interest and demonstrate the relevance of the content. In addition, students engage in the processes of peer review and revision to support their learning. We identified how the authentic contexts and peer interactions incorporated into two Writing-to-Learn assignments supported students' interactions with the assignments and course content by analyzing student interviews and supported by feedback survey responses. Our results indicate that assignments incorporating these elements can support student affect and result in students' perceived learning, but that there should be careful consideration of the relevance of the chosen contexts with respect to the interests of the students enrolled in the course and the complexity of the contexts. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01