Prompting hypothetical social comparisons to support chemistry students’ data analysis and interpretations

Berg, Stephanie A.; Moon, Alena

doi:10.1039/d1rp00213a

Cited by 7 publications

(7 citation statements)

References 42 publications

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“…One way in which we saw this occur was by engaging students in a simulated peer review to have them consider an alternative perspective. In previous work, we used social comparison theory to model how students engaged in the simulated peer review (Berg and Moon, 2022). Here, we argue that the simulated peer review offered students an opportunity to compare their frame to that of the sample response they were reviewing.…”

Section: Discussion and Implications For Research And Practicementioning

confidence: 99%

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A characterization of chemistry learners’ engagement in data analysis and interpretation

Berg

Moon

2023

Chem. Educ. Res. Pract.

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Section: Discussion and Implications For Research And Practicementioning

confidence: 99%

“…In the second stage of the interview, students engaged in a simulated peer review, in which they gave feedback to three sample responses and compared them to their own (Berg and Moon, 2022). Each sample response was pre-constructed to support one of the three choices for the task.…”

Section: Interview Protocolmentioning

confidence: 99%

A characterization of chemistry learners’ engagement in data analysis and interpretation

Berg

Moon

2023

Chem. Educ. Res. Pract.

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“…Altogether, these studies suggest that receiving peer review comments is valuable for encouraging revision but not necessarily for remediating students' incorrect understanding. However, studies do suggest that reading other students' work and providing feedback may have more influence on students' revisions compared to receiving feedback, in STEM courses (Finkenstaedt-Quinn et al, 2021a), writing courses (Lundstrom and Baker, 2009;Cho and MacArthur, 2010;Cho and Cho, 2011), and during hypothetical peer review (Berg and Moon, 2022). In addition to supporting students' conceptual learning, there is also evidence that peer review can support students' positive affective experiences with WTL assignments in a way that supports meaningful learning (Gupte et al, 2021;Petterson et al, 2022).…”

Section: Reasoning With Mechanistic Representations In Organic Chemistrymentioning

confidence: 99%

Considering alternative reaction mechanisms: students’ use of multiple representations to reason about mechanisms for a writing-to-learn assignment

Watts

Park

Petterson

et al. 2022

Chem. Educ. Res. Pract.

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Organic reaction mechanisms are often represented by the electron-pushing formalism and reaction coordinate diagrams. These representations pose a challenge to students because valuable information is encoded within each representation, and students must know how to reason about mechanisms using both. Hence, it is important to understand whether and how students consider these two representations when reasoning about reaction mechanisms. We have collected responses to a writing-to-learn assignment administered in a second-semester organic chemistry laboratory course to investigate students’ reasoning. The assignment was designed to elicit students’ reasoning about the most likely of two mechanisms for a catalyzed intramolecular aldol reaction when given the electron-pushing scheme and reaction coordinate diagram for both mechanisms. As part of the assignment, students submitted initial drafts, participated in content-focused peer review, and submitted revised drafts. We analyzed each component using a mixed methods approach to identify students’ reasoning about the most likely reaction pathway and how their reasoning changed after peer review and revision. In this article, we present a quantitative overview of changes students made about their decisions for the most likely reaction pathway and how these changes are related to providing and receiving feedback. Additionally, we present our analysis of the features of representations students used to reason about the likelihood of alternative reaction mechanisms. This study demonstrates how existing research about students’ reasoning with representations was operationalized for classroom practice using writing-to-learn. Furthermore, the analysis illustrates how writing-to-learn to can be used to develop students’ reasoning and offers implications for teaching students to reason about reaction mechanisms using multiple representations.

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“…To address this, the task used in these interviews could be productive for externalizing reasoning. Alternatively, Berg and Moon showed how engaging students in a simulated peer review can serve to surface students’ frames. , Facilitating peer review in the classroom for activities involving modeling and data analysis can direct students to differences in approaches, which once surfaced can be discussed as a whole class.…”

Section: Discussion and Implications For Research And Practicementioning

confidence: 99%

“To Be Honest, I Didn’t Even Use the Data”: Organic Chemistry Students’ Engagement in Data Analysis and Interpretation

Zhou

Moon

2022

J. Chem. Educ.

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There has been extensive work within chemistry education research to characterize organic chemistry students’ engagement in key science practices like “constructing explanations” and “engaging in argument from evidence”. Less has been done to consider how organic chemistry students interact with empirical data, outside of spectral data, which typically warrants substantial instructional attention. In this qualitative study, we explore how organic chemistry students engage with empirical data, use data to evaluate a model, and integrate data and models to generate an argument. Twenty semistructured interviews using a carefully scaffolded task were conducted. The task engaged students in considering two mechanistic pathways for a syn halogenation and then encountering percent yield data for syn bromination and syn chlorination. Using data frame theory, results show qualitatively different approaches to integrating data and frames to draw conclusions. These results have implications for supporting student engagement in these practices; in particular, the results enable the precise location of instances where external intervention would be useful for supporting a learner in fully integrating the empirical data with their model to reach a conclusion.

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Prompting hypothetical social comparisons to support chemistry students’ data analysis and interpretations

Abstract: To develop competency in science practices, such as data analysis and interpretation, chemistry learners must develop an understanding of what makes an analysis and interpretation “good” (i.e., the criteria for...

Cited by 7 publications

References 42 publications

A characterization of chemistry learners’ engagement in data analysis and interpretation

A characterization of chemistry learners’ engagement in data analysis and interpretation

Considering alternative reaction mechanisms: students’ use of multiple representations to reason about mechanisms for a writing-to-learn assignment

“To Be Honest, I Didn’t Even Use the Data”: Organic Chemistry Students’ Engagement in Data Analysis and Interpretation

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