"on course" for supporting expanded participation and improving scientific reasoning in undergraduate thesis writing

Published

Journal Article

© 2014 The American Chemical Society and Division of Chemical Education, Inc. The Department of Chemistry at Duke University has endeavored to expand participation in undergraduate honors thesis research while maintaining the quality of the learning experience. Accomplishing this goal has been constrained by limited departmental resources (including faculty time) and increased diversity in students' preparation to engage in the research and writing processes. Here we assessed the relationship between iterative changes in pedagogical and mentoring support of honors research that efficiently employed departmental resources (including the chemistry thesis assessment protocol, ChemTAP) and students' scientific reasoning and writing skills reflected in their undergraduate theses. We found that, although we cannot disentangle some gradual changes over time from specific interventions, students exhibited the strongest performance when they participated in a course with structured scaffolding and used assessment tools explicitly designed to enhance the scientific reasoning in writing. Furthermore, less prepared students exhibited more positive changes.

Full Text

Duke Authors

Cited Authors

  • Dowd, JE; Roy, CP; Thompson, RJ; Reynolds, JA

Published Date

  • January 1, 2015

Published In

Volume / Issue

  • 92 / 1

Start / End Page

  • 39 - 45

Electronic International Standard Serial Number (EISSN)

  • 1938-1328

International Standard Serial Number (ISSN)

  • 0021-9584

Digital Object Identifier (DOI)

  • 10.1021/ed500298r

Citation Source

  • Scopus