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

Abstract

Problem solving and critical thinking are buzzwords used in defining general chemistry learning goals. Assessments including well-structured homework, quizzes, and exams are designed and incorporated to build these skills. Our research expanded upon the types of assessments and analyzed the effect of writing assignments for promoting problem solving, critical thinking, and retention in acid–base chemistry. Calibrated Peer Review (CPR) was used to implement writing assignments in a large enrollment two-quarter introductory sequence with the writing activities strongly emphasizing qualitative and quantitative problems in acid–base chemistry. To measure the effectiveness of assigning small writing assignments, students in the treatment course were compared to the honors students (control group) who have historically demonstrated stronger abilities in acid–base chemistry, especially in subsequent organic chemistry courses. Data was collected using interviews in which students verbally explained their answers ...