ERIC Number: EJ1040438
Record Type: Journal
Publication Date: 2014
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1832-8342
EISSN: N/A
Available Date: N/A
Design and Assessment of an Assignment-Based Curriculum to Teach Scientific Writing and Scientific Peer Review
Glaser, Rainer E.
Journal of Learning Design, v7 n2 p85-104 2014
A writing-intensive, upper-level undergraduate course which integrates content, context, collaboration, and communication in a unique fashion, is described. The topic of the seminar is "Scientific Writing in Chemistry" and an assignment-based curriculum was developed to instruct students on best practices in all aspects of science communication and to educate students about the scientific publication process and peer review. To effectively teach students how to understand science, both the content and the process must be included. Peer review is an integral and essential part of the process of science and the peer review tasks in the course described in this paper evolve from rubric-based peer assessments to free-format peer review. The curriculum was developed for a semester-long, three-hour seminar with limited enrolment. The curriculum was taught in the Spring semesters of 2010 - 2014 and enrolment data and results of evaluations collected over four years are presented to demonstrate the success of the implementations.
Descriptors: Content Area Writing, Writing Instruction, Best Practices, Undergraduate Study, Undergraduate Students, Chemistry, Seminars, Curriculum Design, Writing Assignments, Peer Evaluation, Scoring Rubrics, Science Process Skills, Grading, Writing Exercises, Writing Evaluation
Queensland University of Technology. GPO Box 2434, Brisbane, Queensland 4001, Australia. Tel: +61-7-313-80585; Fax: +61-7-313-83474; e-mail: jld@qut.edu.au; Web site: http://www.jld.qut.edu.au
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
Identifiers - Location: Missouri
Grant or Contract Numbers: 0928053
Author Affiliations: N/A