Argument-Driven Inquiry: Using the Laboratory To Improve Undergraduates’ Science Writing Skills through Meaningful Science Writing, Peer-Review, and Revision

This paper presents preliminary evidence supporting the use of peer review in undergraduate science as a means to improve student writing and to alleviate barriers, such as lost class time, by incorporation of the peer-review process into the laboratory component of the course. The study was conducted in a single section of an undergraduate general chemistry laboratory course offered at a large two-year community college located in the...