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 and rationale for a set of six questions on acid–base chemistry. The control group was interviewed 10 weeks after instruction, and the treatment group was interviewed immediately after instruction (prior to the writing assignment) and 10 weeks following instruction and the writing assignment. Both the treatment and control groups were completing organic chemistry during the post-10-week interview. The treatment group was interviewed twice to gauge retention and make a comparison with the control group. Statistical differences in performance (using a 95% level of confidence) were not observed between the 10-week post-treatment and instruction interviews between the control and treatment groups, supporting the conclusion that the writing assignment aided in closing the gap in student abilities between the honors and introductory courses.

中文翻译：

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使用写作作业作为干预手段来增强酸碱技能

解决问题和批判性思维是定义一般化学学习目标的流行语。设计并结合了包括结构良好的作业，测验和考试在内的评估，以建立这些技能。我们的研究扩展了评估的类型，并分析了写作作业对促进解决问题，批判性思维和保留在酸碱化学中的作用。校准的同行评议（CPR）用于以四分之二的招生大入门顺序实施写作作业，并且写作活动强烈强调了酸碱化学中的定性和定量问题。为了衡量分配小型写作作业的有效性，将处理课程的学生与荣誉学生（对照组）进行比较，这些学生在历史上表现出更强的酸碱化学能力，尤其是在随后的有机化学课程中。数据是通过访谈收集的，在访谈中，学生口头解释了他们对有关酸碱化学的六个问题的回答和基本原理。对照组在授课后10周进行了访谈，治疗组在授课后（在撰写书面作业之前）以及在授课和书面作文之后10周进行了访谈。在10周后的访谈中，治疗组和对照组均完成了有机化学反应。对治疗组进行了两次访谈，以评估保留率并与对照组进行比较。