The role of authentic contexts and social elements in supporting organic chemistry students’ interactions with writing-to-learn assignments

Reporting Biochemistry to the General Public through a Science Communication Writing Assignment

(2021) Nicholas F. Garza et al.   JOURNAL OF CHEMICAL EDUCATION

Praxis of Writing-to-Learn: A Model for the Design and Propagation of Writing-to-Learn in STEM

(2021) Solaire A. Finkenstaedt-Quinn et al.   JOURNAL OF CHEMICAL EDUCATION

Assessing Differences between Three Virtual General Chemistry Experiments and Similar Hands-On Experiments

(2020) Cory Hensen et al.   JOURNAL OF CHEMICAL EDUCATION

Writing Assignments to Support the Learning Goals of a CURE

(2020) Field M. Watts et al.   JOURNAL OF CHEMICAL EDUCATION

Characterizing Peer Review Comments and Revision from a Writing-to-Learn Assignment Focused on Lewis Structures

(2019) S. A. Finkenstaedt-Quinn et al.   JOURNAL OF CHEMICAL EDUCATION

Writing Matters: Writing-to-Learn Activities Increase Undergraduate Performance in Cell Biology

(2018) Meena M Balgopal et al.   BIOSCIENCE

Identifying and Remediating Student Misconceptions in Introductory Biology via Writing-to-Learn Assignments and Peer Review

(2018) Audrey S. Halim et al.   CBE-Life Sciences Education

The relationship between chemistry self-efficacy of South African first year university students and their academic performance

(2018) Umesh Ramnarain et al.   Chemistry Education Research and Practice

Evaluating student motivation in organic chemistry courses: moving from a lecture-based to a flipped approach with peer-led team learning

(2018) Yujuan Liu et al.   Chemistry Education Research and Practice

Relating motivation and student outcomes in general organic chemistry

(2018) Ara C. Austin et al.   Chemistry Education Research and Practice

Investigation of the role of writing-to-learn in promoting student understanding of light–matter interactions

(2018) Alena Moon et al.   Chemistry Education Research and Practice

Using Writing Assignments as an Intervention to Strengthen Acid–Base Skills

(2018) Charles T. Cox et al.   JOURNAL OF CHEMICAL EDUCATION

Investigation of the Influence of a Writing-to-Learn Assignment on Student Understanding of Polymer Properties

(2017) Solaire A. Finkenstaedt-Quinn et al.   JOURNAL OF CHEMICAL EDUCATION

Connecting achievement motivation to performance in general chemistry

(2016) Brent Ferrell et al.   Chemistry Education Research and Practice

Writing-to-Learn the Nature of Science in the Context of the Lewis Dot Structure Model

(2015) Ginger V. Shultz et al.   JOURNAL OF CHEMICAL EDUCATION

Measuring Meaningful Learning in the Undergraduate Chemistry Laboratory: A National, Cross-Sectional Study

(2015) Kelli R. Galloway et al.   JOURNAL OF CHEMICAL EDUCATION

Investigating Affective Experiences in the Undergraduate Chemistry Laboratory: Students’ Perceptions of Control and Responsibility

(2015) Kelli R. Galloway et al.   JOURNAL OF CHEMICAL EDUCATION

Increasing student motivation and the perception of chemistry's relevance in the classroom by learning about tattooing from a chemical and societal view

(2014) Marc Stuckey et al.   Chemistry Education Research and Practice

The meaning of ‘relevance’ in science education and its implications for the science curriculum

(2013) Marc Stuckey et al.   Studies in Science Education

The interplay of students' motivational orientations, their chemistry achievements and their perception of learning within the hands-on approach to visible spectrometry

(2012) Mojca Juriševič et al.   Chemistry Education Research and Practice

Stimulating students' intrinsic motivation for learning chemistry through the use of context-based learning modules

(2012) Katrin Vaino et al.   Chemistry Education Research and Practice

Diagnosing changes in attitude in first-year college chemistry students with a shortened version of Bauer's semantic differential

(2011) Alexandra R. Brandriet et al.   Chemistry Education Research and Practice