CBE—Life Sciences EducationVol. 17, No. 2 ArticleFree AccessIdentifying and Remediating Student Misconceptions in Introductory Biology via Writing-to-Learn Assignments and Peer ReviewAudrey S. Halim,Solaire A. Finkenstaedt-Quinn,Laura J. Olsen,Anne Ruggles Gere, and Ginger V. ShultzAudrey S. HalimDepartment of Chemistry, University of Michigan, Ann Arbor, MI 48109Search for more papers by this author,Solaire A. Finkenstaedt-QuinnDepartment of Chemistry, University of Michigan, Ann Arbor, MI 48109Search for more papers by this author,Laura J. OlsenDepartment of Molecular, Cellular, and Developmental Biology, University of Michigan, Ann Arbor, MI 48109Search for more papers by this author,Anne Ruggles GereSweetland Center for Writing, University of Michigan, Ann Arbor, MI 48109Search for more papers by this author, and Ginger V. Shultz*Address correspondence to: Ginger V. Shultz (E-mail Address: [email protected]).Department of Chemistry, University of Michigan, Ann Arbor, MI 48109Search for more papers by this authorNancy Pelaez, Monitoring EditorPublished Online:11 May 2018https://doi.org/10.1187/cbe.17-10-0212AboutSectionsView articleView Full TextSupplemental MaterialView PDF ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InRedditEmail View articleSupplemental Materialcombinedsupmats.pdf (497 KB)FiguresReferencesRelatedDetailsCited byUse of design thinking as a strategy to identify and clear students’ misconceptions in photosynthesis: a case study28 July 2022 | Journal of Biological Education, Vol. 58, No. 3You get what you give – Reciprocal Peer Review in a Chemistry Assignment using a VLE to promote insightful feedback13 March 2024 | Journal of Chemical Education, Vol. 101, No. 4Designing and evaluation of 3D materials for teaching biological systems to 6 th grade students with visual impairment (SVI)11 May 2022 | Journal of Biological Education, Vol. 58, No. 2Examining the role of assignment design and peer review on student responses and revisions to an organic chemistry writing-to-learn assignment1 January 2024 | Chemistry Education Research and PracticeExploring individual differences in photosynthesis and respiration knowledge in the context of green plants20 December 2023 | Journal of Biological Education, Vol. 33Student Experiential Activities: A Novel Strategy to Teach Neuroanatomy in Lectures19 Dec 2023 | Cureus, Vol. 79Utilizing Automated Scaffolding Strategies to Improve Students' Reflections Writing Process18 Oct 2023Insights from coherence in students’ scientific reasoning skills1 Jul 2023 | Heliyon, Vol. 9, No. 7Development and Validation of a Four-Tier Test for the Assessment of Secondary School Students’ Conceptual Understanding of Amino Acids, Proteins, and Enzymes17 October 2022 | Research in Science Education, Vol. 53, No. 3Teaching digestive system: Spanish pre-service teacher’s learning difficulties and alternative conceptions1 Jan 2023 | Eurasia Journal of Mathematics, Science and Technology Education, Vol. 19, No. 4The usefulness of optics-based courses for optometry and vision science alumni: a cross-sectional online survey18 May 2022 | Annals of Medicine, Vol. 54, No. 1Conceptual-Based Writing Exercises in a Circuit Analysis Course1 Nov 2022 | IEEE Transactions on Education, Vol. 65, No. 4Postsecondary Faculty Attitudes and Beliefs about Writing-Based Pedagogies in the STEM ClassroomSolaire A. 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S. Halim et al. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).We thank the University of Michigan Third Century Initiative for funding. We also thank Brittany Tang and Elizabeth Horn for assisting in the identification of misconceptions in the student writing.PDF download