While many STEM faculty believe Writing-to-Learn to be an effective instructional tool, instructional barriers such as the time and effort required to provide substantive feedback to their students limit the use of writing in STEM classrooms. Incorporating peer review and revision into the writing process can help mitigate these barriers while additionally supporting the learning process. This study presents an analysis of a Writing-to-Learn assignment that incorporates peer review and revision into a large introductory statistics course, where this study specifically focused on whether engaging with these processes results in changes in how students write about the content targeted by the assignment. Our results demonstrate that students made content-focused revisions between drafts that increased the amount of content they explained correctly. Additionally, our study provides evidence that students benefit from reading peers’ work in a content-focused peer review and revision process. Overall, this study shows that incorporating peer review and revision into writing assignments focused on developing content knowledge provides students with substantive feedback and enhances students’ conceptual learning.

尽管许多STEM教职员工都认为“学习写作”是一种有效的教学工具，但诸如向学生提供实质性反馈所需的时间和精力之类的教学障碍限制了STEM课堂中写作的使用。将同行评议和修订纳入写作过程可以帮助减轻这些障碍，同时还可以支持学习过程。这项研究提供了一个写作写作学习分析，该研究将同行评议和修订纳入了一个大型的入门统计学课程，该研究特别关注于参与这些过程是否会导致学生撰写有关目标学习内容的方式的变化。任务。我们的结果表明，学生在草稿之间进行了针对内容的修订，从而增加了他们正确解释的内容的数量。此外，我们的研究提供了证据，表明学生可以在以内容为中心的同行评审和修订过程中受益于阅读同行的作品。总体而言，这项研究表明，将同行评议和修订纳入写作作业中，重点是发展内容知识，可以为学生提供实质性的反馈并增强学生的概念学习。