Peer review no ensino superior de química: atividade didática para a apropriação do discurso da ciência
In this article we describe a peer review exercise used in undergraduate chemistry course in which the students wrote and prepared critique of scientific texts produced by other students in the class. We investigated, based on the critical comments made by the peers, evidences of the appropriation of scientific discourse and a better understanding of its practice by the students. Additionally, we present our own conclusions on the use of such exercise applied to an organic chemistry course offered to undergraduate chemistry students at a Brazilian public university
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| Language: | Portuguese |
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Universidad Nacional Autónoma de México, Facultad de Química
2014
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| Online Access: | http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0187-893X2014000100006 |
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oai:scielo:S0187-893X20140001000062015-02-23Peer review no ensino superior de química: atividade didática para a apropriação do discurso da ciênciaOliveira,Jane Raquel Silva dePorto,André Luiz MeleiroQueiroz,Salete Linhares peer review scientific language chemistry education higher education In this article we describe a peer review exercise used in undergraduate chemistry course in which the students wrote and prepared critique of scientific texts produced by other students in the class. We investigated, based on the critical comments made by the peers, evidences of the appropriation of scientific discourse and a better understanding of its practice by the students. Additionally, we present our own conclusions on the use of such exercise applied to an organic chemistry course offered to undergraduate chemistry students at a Brazilian public universityinfo:eu-repo/semantics/openAccessUniversidad Nacional Autónoma de México, Facultad de QuímicaEducación química v.25 n.1 20142014-01-01info:eu-repo/semantics/articletext/htmlhttp://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0187-893X2014000100006pt |
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México |
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Portuguese |
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| author |
Oliveira,Jane Raquel Silva de Porto,André Luiz Meleiro Queiroz,Salete Linhares |
| spellingShingle |
Oliveira,Jane Raquel Silva de Porto,André Luiz Meleiro Queiroz,Salete Linhares Peer review no ensino superior de química: atividade didática para a apropriação do discurso da ciência |
| author_facet |
Oliveira,Jane Raquel Silva de Porto,André Luiz Meleiro Queiroz,Salete Linhares |
| author_sort |
Oliveira,Jane Raquel Silva de |
| title |
Peer review no ensino superior de química: atividade didática para a apropriação do discurso da ciência |
| title_short |
Peer review no ensino superior de química: atividade didática para a apropriação do discurso da ciência |
| title_full |
Peer review no ensino superior de química: atividade didática para a apropriação do discurso da ciência |
| title_fullStr |
Peer review no ensino superior de química: atividade didática para a apropriação do discurso da ciência |
| title_full_unstemmed |
Peer review no ensino superior de química: atividade didática para a apropriação do discurso da ciência |
| title_sort |
peer review no ensino superior de química: atividade didática para a apropriação do discurso da ciência |
| description |
In this article we describe a peer review exercise used in undergraduate chemistry course in which the students wrote and prepared critique of scientific texts produced by other students in the class. We investigated, based on the critical comments made by the peers, evidences of the appropriation of scientific discourse and a better understanding of its practice by the students. Additionally, we present our own conclusions on the use of such exercise applied to an organic chemistry course offered to undergraduate chemistry students at a Brazilian public university |
| publisher |
Universidad Nacional Autónoma de México, Facultad de Química |
| publishDate |
2014 |
| url |
http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0187-893X2014000100006 |
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