An Integrated Approach for Development of Scientific Writing Skills in Undergraduate Organic Lab

Weaver, Casey; Duran, Elizabeth C.; Nikles, Jacqueline A.

doi:10.1021/bk-2014-1180.ch008

Cited by 11 publications

(15 citation statements)

References 15 publications

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“…It is therefore a type of progressive strategy and shares many similarities with "scaffolding". 17,18 Collaborative Writing Collaborative writing has frequently been an integral component of scientific discovery. 22,23 PubMed indicates that of their indexed citations from 2010 to 2014 the average number of authors per article was 5.…”

Section: Stepwise Writingmentioning

confidence: 99%

“…Selectively targeting writing levels, and hence learning goals, for lab reports has been found to be effective in general, , organic, , and upper-level , chemistry classes and laboratories. These instructors introduced tasks employing lower levels of writing complexity before progressing to higher-level aspects, often following Rosenthal’s hierarchy.…”

Section: Introductionmentioning

confidence: 99%

“…This implementation has often been categorized as a “progressive” writing strategy, and though this term has been often been utilized, a specific definition has seemingly not been agreed upon. ,,− Here I propose to specifically define a “stepwise” writing strategy as the graduated progression over time from less-complex to more-complex writing tasks based on Rosenthal’s hierarchy. It is therefore a type of progressive strategy and shares many similarities with “scaffolding”. , …”

Section: Introductionmentioning

confidence: 99%

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Stepwise Approach To Writing Journal-Style Lab Reports in the Organic Chemistry Course Sequence

Wackerly

2017

J. Chem. Educ.

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An approach is described that gradually transitions second-year organic chemistry students to writing full The Journal of Organic Chemistry (JOC) style lab reports. The primary goal was to introduce students to and build rhetorical skills in scientific and technical writing. This was accomplished by focusing on four main strategies utilizing a stepwise method where assignments progress from lower- to higher-level writing tasks, collaborative writing, journal-style lab reports, and imitation. This approach is built upon work from numerous educators and combines them into a unique pedagogical writing tool to enhance student learning.

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Section: Stepwise Writingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Stepwise Approach To Writing Journal-Style Lab Reports in the Organic Chemistry Course Sequence

Wackerly

2017

J. Chem. Educ.

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“…On another note, scientific writing skills in chemistry are vital to ensure that scientific findings are justified and well-presented. Scientific writing involves searching for reliable resources such as journal articles, reading literature, citing references, presenting data, and justifying and discussing findings. , …”

Section: Literature Reviewmentioning

confidence: 99%

Assessment of Practical and Scientific Writing Skills for Pre-University Students through Project-Based Learning

et al. 2021

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Chemistry is one of the STEM (science, technology, engineering, and mathematics) subjects that has been perceived as an unattractive subject among students due to its scientific theories and practices in a laboratory. Practical and scientific writing skills are two crucial components in chemistry courses, including at the Pre-University level, thus requiring educators to design activities that integrate both skills in chemistry learning. This article describes the assessment using a projectbased learning approach to assess students' practical and scientific writing skills for the Organic Chemistry course at the Universiti Malaysia Sarawak Foundation in Science program. A total of 72 Pre-University science students participated in a Chemistry Group Project assessment. The students were divided into 6 groups and asked to write a proposal on the basis of a chosen title, conduct laboratory work, collect data, and prepare a final report. The assessment was conducted in a single semester from learning week 1 to learning week 17. Results of this study were collected through the submitted proposal, final reports, practical sessions, and students' feedback. Students obtained good marks for practical and scientific writing with average marks of 84.9% and 84.4%, respectively. The results revealed that implementing the Chemistry Group Project as project-based learning leads to increased performance in practical and scientific writing skills and social skills among Pre-University students. Therefore, the Chemistry Group Project should be conducted as one of the learning activities and practical approaches at the Pre-University level.

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“…Models of collaborative classroom and laboratory experiences, including potential benefits, have been extensively explored and cited in the literature; ,, therefore, this topic will only be discussed briefly. Examples of group work in general chemistry, − organic chemistry, − and advanced chemistry laboratories − have been reported. Traditionally, students from the same lab section (and course) work together, although collaborations across courses have also been reported. − For example, to model drug discovery, students in organic and biochemistry courses synthesized an antibiotic and tested its biological properties .…”

Section: Introductionmentioning

confidence: 99%

Incorporating Interlab Collaborations into the Organic Chemistry Teaching Laboratories

Young

2021

J. Chem. Educ.

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Collaborative experiences have been widely integrated into the classroom and laboratory, with goals to build time management, communication, and team-working skills. Most reported laboratory collaborations occur between students within the same lab section, which could limit the potential benefits of these experiences. Presented herein is an organic chemistry laboratory model in which students collaborate across lab sections (i.e., interlab collaborations) to complete discovery-based, medicinal-chemistry-focused experiments. These experiences provide opportunities for students to reflect on and improve upon their team-working skills. Over the past three years, interlab collaborations have been offered at Muhlenberg College to 105 students in two types of organic chemistry courses. Assessment data, including notebook evaluation scores, peer- and self-evaluations, lab report scores, and student reflections, suggest that these experiences could help build time management, communication, organizational, and data-recording skills. These laboratories could give students a realistic view of collaborative work and allow for the intentional development and assessment of team-working skills in any introductory or upper-level chemistry laboratory. Furthermore, this model provides a framework for reducing lab section sizes by half, a change which has been needed during COVID-19, while still completing the planned lab curriculum.

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An Integrated Approach for Development of Scientific Writing Skills in Undergraduate Organic Lab

Cited by 11 publications

References 15 publications

Stepwise Approach To Writing Journal-Style Lab Reports in the Organic Chemistry Course Sequence

Stepwise Approach To Writing Journal-Style Lab Reports in the Organic Chemistry Course Sequence

Assessment of Practical and Scientific Writing Skills for Pre-University Students through Project-Based Learning

Incorporating Interlab Collaborations into the Organic Chemistry Teaching Laboratories

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