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

• Jennifer Clary-Lemon ^[1] ; Rachelle Gervacio ^[2] ; Devin Latimer ^[2]
  1. [1] University of Waterloo

     University of Waterloo

     Canadá

     
  2. [2] University of Winnipeg

     University of Winnipeg

     Canadá

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 96, Nº 5, 2019, págs. 965-969
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • 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.