{"id":435,"date":"2021-07-28T19:22:41","date_gmt":"2021-07-28T19:22:41","guid":{"rendered":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/?post_type=chapter&p=435"},"modified":"2021-08-09T16:00:08","modified_gmt":"2021-08-09T16:00:08","slug":"3-3-4-the-impact-of-student-attitudes-on-laboratory-reports-research-essay","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/chapter\/3-3-4-the-impact-of-student-attitudes-on-laboratory-reports-research-essay\/","title":{"rendered":"3.3.4 The impact of student attitudes on laboratory reports (research essay)"},"content":{"raw":"

English 102, November 2020<\/h3>\r\nIn\u00a0a majority of\u00a0science\u00a0laboratory classes\u00a0students will be required to write a lab report.\u00a0I\u00a0have taken\u00a0four chemistry labs and three biology labs\u00a0in\u00a0college\u00a0and I was required to write lab reports every week for these labs.\u00a0At first, I found writing these reports to be a struggle as I have never written one before college.\u00a0Many other students I know struggled in the beginning and some still do.\u00a0Over time I found it\u00a0much\u00a0easier to write lab reports.\u00a0It is a\u00a0necessary\u00a0skill that is learned over time and with\u00a0practice,\u00a0but many students struggle with it.\r\n\r\nGenerally, a lab report is written in a format\u00a0that\u00a0is\u00a0similar to\u00a0a science journal article.\u00a0The lab report is split into\u00a0different sections which includes\u00a0the\u00a0title, introduction, materials and methods, results, discussion, and conclusion.\u00a0The title emphasizes the focus of the experiment. From my experiences the title\u00a0has the same name as the lab that was done. The introduction presents the general\u00a0objectives of the experiment and provides important background information about the\u00a0specific science topic the experiment is on.\u00a0The materials and methods section\u00a0provides what materials were used in the experiment and\u00a0the steps that were taken to complete the experiment.\u00a0The results section summarizes the data that was collected using graphs, charts, math,\u00a0or\u00a0descriptions of\u00a0the\u00a0physical\/chemical changes\u00a0that occurred.\u00a0The discussion section discusses the results that were found and compares them\u00a0to what the true results should be. This section also explains\u00a0what could have went wrong in the experiment\u00a0that\u00a0made the results not perfect and what could be done next time to improve results. Lastly, the conclusion\u00a0summarizes the main objectives of the experiment, important results, and what could be done to improve results in the future.\r\n\r\nWhen people think of doing a science\u00a0laboratory class,\u00a0they\u00a0generally\u00a0do not think about the writing that is involved in them.\u00a0It is believed that learning to write a lab report is one of the most important things in a science laboratory class.\u00a0The\u00a0main reasons learning to write lab report is important is because it helps students\u00a0understand\u00a0the concepts that were\u00a0done\u00a0in the\u00a0experiment\u00a0and it prepares them for future careers that will require them to write\u00a0scientific journals.\u00a0Literacy is especially important when it comes to a lab report. The writer needs to be able to effectively write about\u00a0the specific topic, their research findings, and the conclusions\u00a0drawn from the experiment.\u00a0To\u00a0do this, the writer needs to understand what they are writing about and be able to write for an audience specifically in the science field.\u00a0It is important to be able to do this because\u00a0scientific journals are the primary means of communicating important results to other scientists.\r\n\r\nA large percentage of students have negative\u00a0attitudes\u00a0towards writing lab reports.\u00a0The article \u201cHow Attitudes Affect Grades\u201d states\u00a0\u201cAn attitude is some state of mind about\u00a0an object, fact, or situation.\u201d.\u00a0Lab reports cause many students to have stress, anxiety,\u00a0and general negative attitudes which is shown to lead to lower grades.\u00a0I have personally\u00a0heard more students say they hate\u00a0writing\u00a0lab reports\u00a0than students saying they like them or do not mind them.\u00a0I have also heard students say they think\u00a0lab reports are a waste of time.\u00a0My own attitudes about writing lab reports were negative\u00a0at first because I did not understand how to write one and they were intimidating. This\u00a0led\u00a0me to procrastinate\u00a0when it came to writing lab\u00a0reports and it caused me\u00a0to have stress which just made me not want to do it even more.\u00a0This\u00a0made me rush my lab reports and not do my best work which\u00a0means I did not get the best grade I could have gotten.\u00a0Negative attitudes\u00a0affect what we expect of ourselves which affects our actions.\u00a0This leads to\u00a0limited performance, lower motivation, and inhibits learning.\u00a0It is said that\u00a0attitude is equally as important as ability for success.\u00a0The article \u201cEffects of Students Attitude on Their Performance\u201d states \u201cSuccess is 80% attitude and 20%\u00a0aptitude.\u201d.\r\n\r\nThe article \u201cThe Relationships between University Students\u2019 Chemistry Laboratory Anxiety, Attitudes, and Self-Efficacy Beliefs\u201d\u00a0explains a study that was done on negative feelings and how they affected the performance of\u00a0student in a chemistry laboratory. This article states \u201cAffective dimensions of learning such as anxiety,\u00a0attitudes, and self-efficacy are perceived as important predictors\u00a0of student performance in laboratory situations.\u201d\u00a0(p1-2).\u00a0Chemistry laboratory anxiety is caused by\u00a0many things which include previous bad experiences in science classes,\u00a0exposure to anxious science teachers who taught in elementary and secondary schools, lack of role models,\u00a0gender and racial stereotyping, and the stereotyping of scientists in the media.\u00a0This study found that\u00a0\u201cattitude can account for nearly 30%\u00a0of\u00a0the variance in achievement.\u201d (p.3)\u00a0and\u00a0found\u00a0students with negative attitudes obtained lower examination marks.\u00a0Self-efficacy is a person\u2019s beliefs about their ability to successfully perform a given task. This determines\u00a0if a person will do the given task, the amount of effort towards the task, and how much persistence they have when faced with obstacles.\u00a0Students with\u00a0high self-efficacy choose more challenging tasks, use more effort,\u00a0and do not easily give up. Students with low self-efficacy avoid challenging takes,\u00a0use minimal effort, and have a higher chance of giving up.\u00a0Many of my articles have stated\u00a0that there needs to be change on how writing lab reports are taught so students\u00a0have better attitudes toward them and receive better grades.\r\n\r\nThere have been multiple studies done\u00a0on different approaches to writing a laboratory report to increase\u00a0positive attitudes in students and increase their grades. I will be going over six\u00a0different studies\u00a0that focused on attitudes and grades of\u00a0college students.\u00a0The first study is \u201cDeveloping Technical Writing Skills in the Physical Chemistry Laboratory: A Progressive Approach Employing Peer Review\u201d by\u00a0Derek Gragson and John Hagen.\u00a0The authors developed an approach that uses peer review and revision components for the lab reports. The three principles the authors believe are essential to improving technical writing skill include: \u201cless is sometimes more, initial guidance on writing and expectations that is gradually reduced leads to autonomy, and experience with the review and revision processes is essential to developing writing skills.\u201d (62). Students were given a Calibrated Peer Review (CPR) tool and Integrated Writing Guide (IWG) for the class. The IWG allowed students to become critical readers of their own work and helped them become better at peer reviewing\u00a0(64). The CPR and writing cycle mimic the process of how journal articles are written as a real-world chemist\u00a0(64).\u00a0For the first experiment students\u00a0were required to write and abstract and materials section on their own which was later peer reviewed\u00a0(62). Then students grouped up\u00a0and wrote a formal report for the experiment\u00a0(62).\u00a0The authors have seen significant improvements in the quality of the lab reports. This believe to be due to the mixture of the IWG, CPR, and writing cycle\u00a0(65).\r\n\r\nThe second study is \u201cCreative Report Writing in Undergraduate Organic Chemistry\u00a0Laboratory Inspires Nonmajors\u201d by Maged\u00a0Henary, Eric Owens, and Joseph Tawney.\u00a0The authors believe that a more creative approach to writing a lab report is beneficial for new\u00a0organic chemistry students as it promotes appreciation and understanding of presented material (90). This method \u201cencourages students to be creative and serves as a gentle introduction into writing laboratory reports and helps\u00a0alleviate the start to the unfamiliar task of scientific writing.\u201d (91). For this approach students are still required to correctly annotate and describe their compounds, but they can do so by telling a story rather than doing so in a traditional way.\u00a0For example, a student could write a story about\u00a0living in a fairytale\u00a0land\u00a0but the story must still contain the concepts learned from the experiment and the compounds from the experiment.\u00a0It has been shown students using this approach demonstrated a higher degree of understanding and makes them excited for the course (92). The students were given a survey in which they had to answer questions on a scale of 1-5 on whether they disagreed or agreed with a statement (92). This survey showed that\u00a0students\u00a0excitement and understanding of the material increased, they came out of the class more prepared and knowledgeable, and half the students even said they were more likely to consider a career in chemistry (92).\r\n\r\nThe third study is \u201cWriting Activities Embedded in Bioscience Laboratory Courses to Change Students\u2019 Attitudes and Enhance their Scientific Writing\u201d by Susan Lee,\u00a0Kyra Woods, and Kathryn\u00a0Tonissen.\u00a0The authors\u00a0suggest using an approach that utilizes in-course writing activities (195). The authors suggest that a challenge in teaching a science course is finding ways to effectively engage students with scientific communication and writing (193). A suggested barrier to this is students tend to like doing experiments but do not enjoy writing (193). The writing activities\u00a0used\u00a0in the laboratory\u00a0were\u00a0made to engage students, make connections to their future careers, promote collaborative learning, and teach them how to provide a basic model for scientific writing (196). Completing each activity allowed the students\u00a0to construct\u00a0their\u00a0laboratory report\u00a0while performing their experiment (196). The students were also able to get advice from a tutor or course coordinator during this time (196). Each writing assignment came with a checklist that focused on the requirements for a scientific paper and collaborative learning was encouraged by peer review (196). The first activity aimed to make sure students read the laboratory manual, completed background research, and understood the point of the project (197). The second activity focused on how to present figures in the results section of the\u00a0laboratory report\u00a0(197). The final activity involved the discussion section of the\u00a0laboratory report\u00a0(197). A survey was given to students and the results showed there was a high increase in confidence of\u00a0students\u00a0ability to write a scientific report, an increase in confidence for finding journal articles using databases, and students found the activities useful and had positive learning outcomes (197-198).\r\n\r\nThe fourth study is \u201cInquiry-Based Writing in the Laboratory Course\u201d by Cary Moskovitz and David Kellogg.\u00a0The authors believe that inquiry-based writing is beneficial to students. The authors believe that for inquiry-based writing to be successful, there needs to be three modifications to the inquiry lab (919). These modifications\u00a0include using\u00a0forms of writing in\u00a0the laboratory report\u00a0that are\u00a0similar to\u00a0writing used by scientists, writing tasks need to be aligned with what is going on in the laboratory\u00a0so students have meaningful things to say, and lastly students need to write for a real audience (919). This first step in inquiry-based writing is to assign writing activities that use the form scientists use (919). The second step is aligning student writing with lab activities (920). This step has students present and discuss results (920). The last step is to provide students with a real audience for their work (920). This step shows students the constraints faced by real scientists (920). The authors also suggest that\u00a0instructors need to shift from graders to scientists, so students are required to make scientific arguments rather than just reproduce scientific arguments (920). This approach has shown that students are more likely to find tasks meaningful and engaging (920).\r\n\r\nThe fifth study is\u00a0\u201cUsing Journal Articles to Teach Writing Skills for Laboratory Reports in General Chemistry\u201d by Luanne Tilstra.\u00a0Tilstra\u202fuses an approach that teaches students how to properly construct a report and helps them understand the chemical concepts (762). This specific approach is used for students taking their first college\u202fchemistry\u202fcourse (762). In the first week of the quarter students are asked to find an\u202farticle\u202ffrom the Journal of the American Chemical Society and create a properly formatted citation (762). This allows students to practice what is considered a low-level writing skill (762). As the quarter goes on, the writing tasks get harder. For the second report of the quarter, the students begin\u202fa higher level of writing such as classification and organization of data (763). Students are also required to write a critique on someone else\u2019s work. The third report asks students to write a discussion section\u202f(763). The fourth report focuses on making good figures and using the high-level writing skill of critical analysis (763). This approach has shown that students do a better job at describing their observations,\u202fit\u202flowered complaining, and it increased their writing confidence\u202f(764).\r\n\r\nThe last study is \u201cStepwise Approach to Writing\u00a0Journal-Style Lab Reports in the Organic Chemistry Course Sequence\u201d by\u00a0Jay Wackerly.\u00a0Wackerly believes using a stepwise approach would be beneficial to students as it helps build rhetorical skills in scientific and technical writing (76). This approach is based on the framework of stepwise writing, collaborative writing, journal-style reports, and imitation (76). The stepwise approach has students basically write\u00a0their report in steps from the lowest skill to the highest skill throughout the semester (76). For each lab, it is required to write a post laboratory assignment (78). The students first experience report writing one-third into the semester (78). Students are asked to supply aspects of the procedure and data gathered during the experiment which is known as the \u201cresults\u201d (78). For the second report, students wrote the results and discussion which increases the writing level from low to medium (78). The final reports are full reports which is a high level of writing (78). Increasing the writing complexity overtime allowed students to learn the expectations of journal-style writing and gave them a smoother transition into organic chemistry from a general chemistry lab (79). Most students wrote their reports with their lab partner which is an important skill to have for many careers (79). Students also were asked to peer review other work, which is also an essential skill to many careers (79). Students\u00a0wrote their reports in the style of\u00a0The Journal of Organic Chemistry\u00a0<\/em>format (79). This allowed students to be \u201cintroduced to technical writing in a manner that \u201creal scientists\u201d use\u00a0to communicate information.\u201d (80). This approach showed improvement in students\u2019 writings (78). Students felt that this approach improved their writing skills and made them feel like better scientists (81).\r\n\r\nThere have also been other methods than changing the way lab reports are taught that\u00a0have been studied and\u00a0can help\u00a0improve students\u2019 attitudes and thus improve\u00a0their\u00a0grades.\u00a0The article\u00a0\u201cThe relationships between University Students\u2019 Chemistry Laboratory Anxiety, Attitudes, and Self-Efficacy Beliefs\u201d by\u00a0Izzet\u00a0Kurbanoglu\u00a0and Ahmet\u00a0Akim\u00a0states \u201cStudetnts\u2019 chemistry attitudes are important factors\u00a0highly associated with chemistry success and motivation.\u201d (p.6).\u00a0Students who have positive attitudes\u00a0towards chemistry have a higher chance of sustaining their efforts\u00a0and want to be involved in learning tasks. The article also\u00a0states, \u201cstudents\u2019 self-efficacy beliefs play an integral role in their academic motivation, learning, and\u00a0achievement.\u201d (p.6).\u00a0It has been shown that students who believe they can by successful academically\u00a0ten to have a greater interest in academic work, set higher goals, use greater effort,\u00a0and are more resilient to difficulties.\r\n\r\nThe article \u201cHow Attitudes Affect Grades\u201d by\u00a0Dennis\u00a0Congos\u00a0claims it is possible to change\u00a0an\u00a0attitude (p.2).\u00a0The article specifically\u00a0states\u00a0\u201cFor success in acquiring attitudes that promote your success you must be willing to admit and face the truth about yourself and admit and face the truth about what you are willing to change.\u201d (p.2).\u00a0From personal experience,\u00a0I also believe this to be true. You first must admit that something is wrong and commit to a change to see improvement.\u00a0This article has provided a model\u00a0that has exercises\/questions\u00a0to help someone see how they can replace their negative attitudes that could be limiting their success.\u00a0There are eight exercises\/questions\u00a0in the model. The first on asks,\u00a0\u201cIdentify a negative or limiting attitude you have\u00a0about something related to college and write it down.\u201d (p.2). This question can be about literally anything involving college whether it be stress, social situations,\u00a0or even pressure from family. To make any change you must identify what\u00a0is causing the negative attitudes. The second question\u00a0asks,\u00a0\u201cDeclare to yourself that you intend to change.\u201d\u00a0(p.2) This step requires you to write a statement that\u00a0states your intention to change an attitude. It then requires you to re-word the limiting attitude in a positive way. This is important to do because\u00a0generally you tend to do what you tell yourself to do which influences attitudes. The third question\u00a0asks,\u00a0\u201cList 3 people who you believe currently have the positive attitude you recorded in question 2.\u201d (p.2).\u00a0This step is important because we tend to be like those who we surround ourselves with and who we admire.\r\n\r\nQuestion four asks, \u201cList 3 different behaviors or actions you can do\u00a0tat\u00a0could lead to other to believe that you have new attitude.\u201d (p.2).\u00a0This step is important because practicing a certain attitude can\u00a0help\u00a0you become\u00a0better at it and thus improve the attitude overall. Question five asks, \u201cDescribe 3 situations in which you commonly find yourself where you could practice the 3 behaviors or actions listed above.\u201d (p.2). More practice means the attitude will become a habitual habit. Question six asks,\u00a0\u201cList 3 people you could talk to about changing and becoming more the person you want to be.\u201d (p.3).\u00a0Telling someone your intentions generally\u00a0makes\u00a0you follow what you said you will\u00a0do. Question seven asks, \u201cList 3 times during the day when you intend to visualize what you will be like and how you will feel\u00a0once you acquire this new attitude.\u201d (p.3).\u00a0Visualizing\u00a0yourself\u00a0doing something tends to encourage\u00a0you to\u00a0do\u00a0that thing.\u00a0The last question asks, \u201cWrite down at least one way to reward yourself for acting in a way that demonstrates your new attitude.\u201d (p.3).\u00a0Rewards tend to encourage you to continue to repeat whatever it is you are rewarding yourself for.\u00a0Using this model could\u00a0improve negative attitudes which could increase\u00a0grades.\r\n\r\nThe article\u00a0\u201cUtility Value Intervention in a College Biology Lab: The Impact on Motivation\u201d by\u00a0Kevin Curry Jr., Dan Spencer,\u00a0Ondra\u00a0Pesout, and Kimberly\u00a0Pigford\u00a0compared the outcomes of students who had utility value intervention\u00a0in the biology lab\u00a0and those who did not.\u00a0These authors believe that\u00a0\u201crequiring students to generate their own utility value toward a task, followed by written reflection, increases students\u2019 maintained and situational interest for biology laboratory reports.\u201d (p.232).\u00a0The authors believe that science graduates often have poor scientific writing and critical thinking skills due to students being unmotivated (p.233).\u00a0The interventions used in this study were used to\u00a0motivate students to engage with the course\u00a0content rather than motivate students to engage in the writing task itself\u00a0(p.234).\u00a0Utility value\u00a0represents and person\u2019s view on the usefulness of scientific writing or future goals (p.234).\u00a0It has been shown that high\u00a0levels of utility value are positively related to academic outcomes\u00a0(p.235).\u00a0High levels of utility value have also shown positive results in math, social science, writing, and educational psychology (p.235).\r\n\r\nBefore further explaining this\u00a0study,\u00a0it is important to understand a couple of terms. Firstly,\u00a0anything that is \u201cdirectly-communicated\u201d\u00a0refers to\u00a0information that was supplied to students\u00a0with value related information\u00a0(p.235). Lastly, anything that is \u201cself-generated\u201d refers to the values\u00a0that students provided themselves\u00a0(p.235).\u00a0Throughout the semester\u00a0participants were given\u00a05\u00a0five-minute\u00a0interventions that\u00a0had a theme involving the utility value of scientific writing (p.239).\u00a0Self-reported measures\u00a0were completed through an online survey (p.240).\u00a0There were four groups included in this study. The first group was the\u00a0directly-communicated\u00a0group. Students received external information about the utility value of lab reports\u00a0and did not have a follow-up exercise (p.240). The self-generated group had students\u00a0create their own thoughts of the utility value of lab reports using self-reflective brainstorming sessions (p.240).\u00a0No videos were used in this group.\u00a0The hybrid group was a combination of direct communication and self-generation of utility value of lab reports (p.240).\u00a0Lastly, the control group were not exposed to the utility value of lab reports during the interventions (p.240).\r\n\r\nResults have shown that\u00a0the self-generated and hybrid group showed a higher utility value than the control group by the end of the semester\u00a0(p.242).\u00a0The self-generated group also reported a significantly higher situation interest compared to the\u00a0directly-communicated\u00a0group (p246.).\u00a0Compared to the control group, the self-generated group\u00a0showed the greatest promise\u00a0for increasing motivation toward laboratory reports (p.246).\u00a0These results suggest that\u00a0using brainstorming sessions and written reflections show the greatest promise for increasing the value of scientific writing\u00a0in a college laboratory (p.248).\r\n\r\nEven though many of the studies I\u00a0explained have shown promising results, there is still more research that is needed to continue to\u00a0either prove or\u00a0refute these results.\u00a0The article \u201cUsing Journal Articles to Teach Writing Skills for Laboratory Reports in General Chemistry\u201d\u00a0explained that future studies could show that students who create data tables learn more about how the data fits\u00a0together to solve a problem\u00a0(p.764).\u00a0The article \u201cCreative Report Writing in Undergraduate Organic Chemistry Laboratory Inspires Nonmajors\u201d\u00a0mentions having students in lower-level chemistry classes use this technique\u00a0to see if the results are similar (p.95).\u00a0The article \u201cThe Relationships between University Students\u2019 Chemistry Laboratory Anxiety, Attitudes, and self-efficacy\u201d\u00a0mentions\u00a0that future studies should involve more student populations\u00a0and\u00a0use more than just correlational statistics\u00a0(p.8).\r\n\r\nThe article \u201cUtility Value Interventions in a College Biology Lab: The Impact on Motivation\u201d brough up multiple\u00a0options for future studies which include exploring the casual effect\u00a0of utility value, should be conducted in an authentic classroom context,\u00a0account for individuals\u2019 confidence in tasks and the degree of personal connections a task and their life, consider students\u2019 perceptions of autonomy when designing directly-communicated\u00a0and hybrid interventions, explore changes in value across shorter periods of time,\u00a0expand the study design to include an additional condition that involves brainstorming followed by a control task,\u00a0integrate similar types of interventions within other aspects of the course such as class lectures, value-enhancing\u00a0activities\u00a0that take place only in the classroom environment,\u00a0utilize qualitative\u00a0analysis to compare essay between the self-generated and directly-communicated group, and examine the impact of utility interventions on college students\u2019 scientific writing and their\u00a0academic performance in the science field (p.235-236, 247-248).\u00a0\u00a0Many of the other articles have stated similar studies need to be done\u00a0but with a larger participant size.\r\n\r\nMany articles have stated there needs to be a change in how laboratory reports are taught so students will have more positive attitudes\u00a0which increases their performance and grades. It has been shown that student attitudes can make a big impact on grades. Students with negative attitudes tend to have lower grades and performance while those with positive attitudes have higher grades and performance.\u00a0So far, there have been multiple studies on the different types of teaching\u00a0and also\u00a0other methods that can be used to improve student attitudes through self-reflection.\u00a0Although these studies show very promising results, there still needs to be further research to\u00a0have more evidence of these positive effects.\r\n

References<\/p>\r\nCongos, Dennis.\u00a0How Attitudes Affect Grades - SARC Online \u2022 UCF<\/em>. 2011, academicsuccess.ucf.edu\/sarconline\/wp-content\/uploads\/sites\/32\/2017\/07\/How_Attitudes_Affect_Grades11.pdf.\r\n\r\nCurry, Kevin W., et al. \u201cUtility Value Interventions in a College Biology Lab: The Impact on Motivation.\u201d\u00a0Journal of Research in Science Teaching<\/em>, vol. 57, no. 2, 29 July 2019, pp. 232\u2013252., doi:10.1002\/tea.21592.\r\n\r\nKurbanoglu, N.\u00a0Izzet, and Ahmet\u00a0Akim. \u201cThe Relationships between University Students\u2019 Chemistry Laboratory Anxiety, Attitudes, and Self-Efficacy Beliefs.\u201d\u00a0Australian Journal of Teacher Education<\/em>, vol. 35, no. 8, 2010, pp. 1\u20139., doi:10.14221\/ajte.2010v35n8.4.\r\n\r\nMurray, Dr., and Anna\u00a0Rockowitz. \u201cWriting Across the Curriculum: Writing Lab Reports.\u201d\u00a0Hunter College<\/em>, www.hunter.cuny.edu\/rwc\/repository\/files\/WAC\/Writing-Lab-Reports.pdf.\r\n\r\nStudent. \u201cEffects of Students Attitude on Their Performance.\u201d\u00a0UKEssays.com<\/em>, Nov. 2018, www.ukessays.com\/essays\/psychology\/effects-of-students-attitude-on-their-performance-psychology-essay.php.\r\n\r\nGragson, Derek E., and John P. Hagen. \u201cDeveloping Technical Writing Skills in the Physical Chemistry Laboratory: A Progressive Approach Employing Peer Review.\u201d\u00a0Journal of Chemical Education<\/em>, vol. 87, no. 1, 2010, pp. 62\u201365., doi:10.1021\/ed800015t.\r\n\r\nHenary, Maged, et al. \u201cCreative Report Writing in Undergraduate Organic Chemistry Laboratory Inspires Nonmajors.\u201d\u00a0Journal of Chemical Education<\/em>, vol. 92, no. 1, 5 Nov. 2014, pp. 90\u201395., doi:10.1021\/ed5002619.\r\n\r\nLee, Susan E., et al. \u201cWriting Activities Embedded\u00a0In\u00a0Bioscience Laboratory Courses\u00a0To\u00a0Change Students\u2019 Attitudes\u00a0And\u00a0Enhance Their Scientific Writing.\u201d\u00a0EURASIA Journal of Mathematics, Science and Technology Education<\/em>, vol. 7, no. 3, 21 Mar. 2011, pp. 193\u2013202., doi:10.12973\/ejmste\/75191.\r\n\r\nMoskovitz, C., and D. Kellogg. \u201cInquiry-Based Writing in the Laboratory Course.\u201d\u00a0Science<\/em>, vol. 332, no. 6032, 19 May 2011, pp. 919\u2013920., doi:10.1126\/science.1200353.\r\n\r\nTilstra, Luanne. \u201cUsing Journal Articles to Teach Writing Skills for Laboratory Reports in General Chemistry.\u201d\u00a0Journal of Chemical Education<\/em>, vol. 78, no. 6, June 2001, pp. 762\u2013764., doi:10.1021\/ed078p762.\r\n\r\nWackerly, Jay Wm. \u201cStepwise Approach\u00a0To\u00a0Writing Journal-Style Lab Reports in the Organic Chemistry Course Sequence.\u201d\u00a0Journal of Chemical Education<\/em>, vol. 95, no. 1, 20 Nov. 2017, pp. 76\u201383.,\u00a0doi:10.1021\/acs.jchemed.6b00630.","rendered":"

English 102, November 2020<\/h3>\n

In\u00a0a majority of\u00a0science\u00a0laboratory classes\u00a0students will be required to write a lab report.\u00a0I\u00a0have taken\u00a0four chemistry labs and three biology labs\u00a0in\u00a0college\u00a0and I was required to write lab reports every week for these labs.\u00a0At first, I found writing these reports to be a struggle as I have never written one before college.\u00a0Many other students I know struggled in the beginning and some still do.\u00a0Over time I found it\u00a0much\u00a0easier to write lab reports.\u00a0It is a\u00a0necessary\u00a0skill that is learned over time and with\u00a0practice,\u00a0but many students struggle with it.<\/p>\n

Generally, a lab report is written in a format\u00a0that\u00a0is\u00a0similar to\u00a0a science journal article.\u00a0The lab report is split into\u00a0different sections which includes\u00a0the\u00a0title, introduction, materials and methods, results, discussion, and conclusion.\u00a0The title emphasizes the focus of the experiment. From my experiences the title\u00a0has the same name as the lab that was done. The introduction presents the general\u00a0objectives of the experiment and provides important background information about the\u00a0specific science topic the experiment is on.\u00a0The materials and methods section\u00a0provides what materials were used in the experiment and\u00a0the steps that were taken to complete the experiment.\u00a0The results section summarizes the data that was collected using graphs, charts, math,\u00a0or\u00a0descriptions of\u00a0the\u00a0physical\/chemical changes\u00a0that occurred.\u00a0The discussion section discusses the results that were found and compares them\u00a0to what the true results should be. This section also explains\u00a0what could have went wrong in the experiment\u00a0that\u00a0made the results not perfect and what could be done next time to improve results. Lastly, the conclusion\u00a0summarizes the main objectives of the experiment, important results, and what could be done to improve results in the future.<\/p>\n

When people think of doing a science\u00a0laboratory class,\u00a0they\u00a0generally\u00a0do not think about the writing that is involved in them.\u00a0It is believed that learning to write a lab report is one of the most important things in a science laboratory class.\u00a0The\u00a0main reasons learning to write lab report is important is because it helps students\u00a0understand\u00a0the concepts that were\u00a0done\u00a0in the\u00a0experiment\u00a0and it prepares them for future careers that will require them to write\u00a0scientific journals.\u00a0Literacy is especially important when it comes to a lab report. The writer needs to be able to effectively write about\u00a0the specific topic, their research findings, and the conclusions\u00a0drawn from the experiment.\u00a0To\u00a0do this, the writer needs to understand what they are writing about and be able to write for an audience specifically in the science field.\u00a0It is important to be able to do this because\u00a0scientific journals are the primary means of communicating important results to other scientists.<\/p>\n

A large percentage of students have negative\u00a0attitudes\u00a0towards writing lab reports.\u00a0The article \u201cHow Attitudes Affect Grades\u201d states\u00a0\u201cAn attitude is some state of mind about\u00a0an object, fact, or situation.\u201d.\u00a0Lab reports cause many students to have stress, anxiety,\u00a0and general negative attitudes which is shown to lead to lower grades.\u00a0I have personally\u00a0heard more students say they hate\u00a0writing\u00a0lab reports\u00a0than students saying they like them or do not mind them.\u00a0I have also heard students say they think\u00a0lab reports are a waste of time.\u00a0My own attitudes about writing lab reports were negative\u00a0at first because I did not understand how to write one and they were intimidating. This\u00a0led\u00a0me to procrastinate\u00a0when it came to writing lab\u00a0reports and it caused me\u00a0to have stress which just made me not want to do it even more.\u00a0This\u00a0made me rush my lab reports and not do my best work which\u00a0means I did not get the best grade I could have gotten.\u00a0Negative attitudes\u00a0affect what we expect of ourselves which affects our actions.\u00a0This leads to\u00a0limited performance, lower motivation, and inhibits learning.\u00a0It is said that\u00a0attitude is equally as important as ability for success.\u00a0The article \u201cEffects of Students Attitude on Their Performance\u201d states \u201cSuccess is 80% attitude and 20%\u00a0aptitude.\u201d.<\/p>\n

The article \u201cThe Relationships between University Students\u2019 Chemistry Laboratory Anxiety, Attitudes, and Self-Efficacy Beliefs\u201d\u00a0explains a study that was done on negative feelings and how they affected the performance of\u00a0student in a chemistry laboratory. This article states \u201cAffective dimensions of learning such as anxiety,\u00a0attitudes, and self-efficacy are perceived as important predictors\u00a0of student performance in laboratory situations.\u201d\u00a0(p1-2).\u00a0Chemistry laboratory anxiety is caused by\u00a0many things which include previous bad experiences in science classes,\u00a0exposure to anxious science teachers who taught in elementary and secondary schools, lack of role models,\u00a0gender and racial stereotyping, and the stereotyping of scientists in the media.\u00a0This study found that\u00a0\u201cattitude can account for nearly 30%\u00a0of\u00a0the variance in achievement.\u201d (p.3)\u00a0and\u00a0found\u00a0students with negative attitudes obtained lower examination marks.\u00a0Self-efficacy is a person\u2019s beliefs about their ability to successfully perform a given task. This determines\u00a0if a person will do the given task, the amount of effort towards the task, and how much persistence they have when faced with obstacles.\u00a0Students with\u00a0high self-efficacy choose more challenging tasks, use more effort,\u00a0and do not easily give up. Students with low self-efficacy avoid challenging takes,\u00a0use minimal effort, and have a higher chance of giving up.\u00a0Many of my articles have stated\u00a0that there needs to be change on how writing lab reports are taught so students\u00a0have better attitudes toward them and receive better grades.<\/p>\n

There have been multiple studies done\u00a0on different approaches to writing a laboratory report to increase\u00a0positive attitudes in students and increase their grades. I will be going over six\u00a0different studies\u00a0that focused on attitudes and grades of\u00a0college students.\u00a0The first study is \u201cDeveloping Technical Writing Skills in the Physical Chemistry Laboratory: A Progressive Approach Employing Peer Review\u201d by\u00a0Derek Gragson and John Hagen.\u00a0The authors developed an approach that uses peer review and revision components for the lab reports. The three principles the authors believe are essential to improving technical writing skill include: \u201cless is sometimes more, initial guidance on writing and expectations that is gradually reduced leads to autonomy, and experience with the review and revision processes is essential to developing writing skills.\u201d (62). Students were given a Calibrated Peer Review (CPR) tool and Integrated Writing Guide (IWG) for the class. The IWG allowed students to become critical readers of their own work and helped them become better at peer reviewing\u00a0(64). The CPR and writing cycle mimic the process of how journal articles are written as a real-world chemist\u00a0(64).\u00a0For the first experiment students\u00a0were required to write and abstract and materials section on their own which was later peer reviewed\u00a0(62). Then students grouped up\u00a0and wrote a formal report for the experiment\u00a0(62).\u00a0The authors have seen significant improvements in the quality of the lab reports. This believe to be due to the mixture of the IWG, CPR, and writing cycle\u00a0(65).<\/p>\n

The second study is \u201cCreative Report Writing in Undergraduate Organic Chemistry\u00a0Laboratory Inspires Nonmajors\u201d by Maged\u00a0Henary, Eric Owens, and Joseph Tawney.\u00a0The authors believe that a more creative approach to writing a lab report is beneficial for new\u00a0organic chemistry students as it promotes appreciation and understanding of presented material (90). This method \u201cencourages students to be creative and serves as a gentle introduction into writing laboratory reports and helps\u00a0alleviate the start to the unfamiliar task of scientific writing.\u201d (91). For this approach students are still required to correctly annotate and describe their compounds, but they can do so by telling a story rather than doing so in a traditional way.\u00a0For example, a student could write a story about\u00a0living in a fairytale\u00a0land\u00a0but the story must still contain the concepts learned from the experiment and the compounds from the experiment.\u00a0It has been shown students using this approach demonstrated a higher degree of understanding and makes them excited for the course (92). The students were given a survey in which they had to answer questions on a scale of 1-5 on whether they disagreed or agreed with a statement (92). This survey showed that\u00a0students\u00a0excitement and understanding of the material increased, they came out of the class more prepared and knowledgeable, and half the students even said they were more likely to consider a career in chemistry (92).<\/p>\n

The third study is \u201cWriting Activities Embedded in Bioscience Laboratory Courses to Change Students\u2019 Attitudes and Enhance their Scientific Writing\u201d by Susan Lee,\u00a0Kyra Woods, and Kathryn\u00a0Tonissen.\u00a0The authors\u00a0suggest using an approach that utilizes in-course writing activities (195). The authors suggest that a challenge in teaching a science course is finding ways to effectively engage students with scientific communication and writing (193). A suggested barrier to this is students tend to like doing experiments but do not enjoy writing (193). The writing activities\u00a0used\u00a0in the laboratory\u00a0were\u00a0made to engage students, make connections to their future careers, promote collaborative learning, and teach them how to provide a basic model for scientific writing (196). Completing each activity allowed the students\u00a0to construct\u00a0their\u00a0laboratory report\u00a0while performing their experiment (196). The students were also able to get advice from a tutor or course coordinator during this time (196). Each writing assignment came with a checklist that focused on the requirements for a scientific paper and collaborative learning was encouraged by peer review (196). The first activity aimed to make sure students read the laboratory manual, completed background research, and understood the point of the project (197). The second activity focused on how to present figures in the results section of the\u00a0laboratory report\u00a0(197). The final activity involved the discussion section of the\u00a0laboratory report\u00a0(197). A survey was given to students and the results showed there was a high increase in confidence of\u00a0students\u00a0ability to write a scientific report, an increase in confidence for finding journal articles using databases, and students found the activities useful and had positive learning outcomes (197-198).<\/p>\n

The fourth study is \u201cInquiry-Based Writing in the Laboratory Course\u201d by Cary Moskovitz and David Kellogg.\u00a0The authors believe that inquiry-based writing is beneficial to students. The authors believe that for inquiry-based writing to be successful, there needs to be three modifications to the inquiry lab (919). These modifications\u00a0include using\u00a0forms of writing in\u00a0the laboratory report\u00a0that are\u00a0similar to\u00a0writing used by scientists, writing tasks need to be aligned with what is going on in the laboratory\u00a0so students have meaningful things to say, and lastly students need to write for a real audience (919). This first step in inquiry-based writing is to assign writing activities that use the form scientists use (919). The second step is aligning student writing with lab activities (920). This step has students present and discuss results (920). The last step is to provide students with a real audience for their work (920). This step shows students the constraints faced by real scientists (920). The authors also suggest that\u00a0instructors need to shift from graders to scientists, so students are required to make scientific arguments rather than just reproduce scientific arguments (920). This approach has shown that students are more likely to find tasks meaningful and engaging (920).<\/p>\n

The fifth study is\u00a0\u201cUsing Journal Articles to Teach Writing Skills for Laboratory Reports in General Chemistry\u201d by Luanne Tilstra.\u00a0Tilstra\u202fuses an approach that teaches students how to properly construct a report and helps them understand the chemical concepts (762). This specific approach is used for students taking their first college\u202fchemistry\u202fcourse (762). In the first week of the quarter students are asked to find an\u202farticle\u202ffrom the Journal of the American Chemical Society and create a properly formatted citation (762). This allows students to practice what is considered a low-level writing skill (762). As the quarter goes on, the writing tasks get harder. For the second report of the quarter, the students begin\u202fa higher level of writing such as classification and organization of data (763). Students are also required to write a critique on someone else\u2019s work. The third report asks students to write a discussion section\u202f(763). The fourth report focuses on making good figures and using the high-level writing skill of critical analysis (763). This approach has shown that students do a better job at describing their observations,\u202fit\u202flowered complaining, and it increased their writing confidence\u202f(764).<\/p>\n

The last study is \u201cStepwise Approach to Writing\u00a0Journal-Style Lab Reports in the Organic Chemistry Course Sequence\u201d by\u00a0Jay Wackerly.\u00a0Wackerly believes using a stepwise approach would be beneficial to students as it helps build rhetorical skills in scientific and technical writing (76). This approach is based on the framework of stepwise writing, collaborative writing, journal-style reports, and imitation (76). The stepwise approach has students basically write\u00a0their report in steps from the lowest skill to the highest skill throughout the semester (76). For each lab, it is required to write a post laboratory assignment (78). The students first experience report writing one-third into the semester (78). Students are asked to supply aspects of the procedure and data gathered during the experiment which is known as the \u201cresults\u201d (78). For the second report, students wrote the results and discussion which increases the writing level from low to medium (78). The final reports are full reports which is a high level of writing (78). Increasing the writing complexity overtime allowed students to learn the expectations of journal-style writing and gave them a smoother transition into organic chemistry from a general chemistry lab (79). Most students wrote their reports with their lab partner which is an important skill to have for many careers (79). Students also were asked to peer review other work, which is also an essential skill to many careers (79). Students\u00a0wrote their reports in the style of\u00a0The Journal of Organic Chemistry\u00a0<\/em>format (79). This allowed students to be \u201cintroduced to technical writing in a manner that \u201creal scientists\u201d use\u00a0to communicate information.\u201d (80). This approach showed improvement in students\u2019 writings (78). Students felt that this approach improved their writing skills and made them feel like better scientists (81).<\/p>\n

There have also been other methods than changing the way lab reports are taught that\u00a0have been studied and\u00a0can help\u00a0improve students\u2019 attitudes and thus improve\u00a0their\u00a0grades.\u00a0The article\u00a0\u201cThe relationships between University Students\u2019 Chemistry Laboratory Anxiety, Attitudes, and Self-Efficacy Beliefs\u201d by\u00a0Izzet\u00a0Kurbanoglu\u00a0and Ahmet\u00a0Akim\u00a0states \u201cStudetnts\u2019 chemistry attitudes are important factors\u00a0highly associated with chemistry success and motivation.\u201d (p.6).\u00a0Students who have positive attitudes\u00a0towards chemistry have a higher chance of sustaining their efforts\u00a0and want to be involved in learning tasks. The article also\u00a0states, \u201cstudents\u2019 self-efficacy beliefs play an integral role in their academic motivation, learning, and\u00a0achievement.\u201d (p.6).\u00a0It has been shown that students who believe they can by successful academically\u00a0ten to have a greater interest in academic work, set higher goals, use greater effort,\u00a0and are more resilient to difficulties.<\/p>\n

The article \u201cHow Attitudes Affect Grades\u201d by\u00a0Dennis\u00a0Congos\u00a0claims it is possible to change\u00a0an\u00a0attitude (p.2).\u00a0The article specifically\u00a0states\u00a0\u201cFor success in acquiring attitudes that promote your success you must be willing to admit and face the truth about yourself and admit and face the truth about what you are willing to change.\u201d (p.2).\u00a0From personal experience,\u00a0I also believe this to be true. You first must admit that something is wrong and commit to a change to see improvement.\u00a0This article has provided a model\u00a0that has exercises\/questions\u00a0to help someone see how they can replace their negative attitudes that could be limiting their success.\u00a0There are eight exercises\/questions\u00a0in the model. The first on asks,\u00a0\u201cIdentify a negative or limiting attitude you have\u00a0about something related to college and write it down.\u201d (p.2). This question can be about literally anything involving college whether it be stress, social situations,\u00a0or even pressure from family. To make any change you must identify what\u00a0is causing the negative attitudes. The second question\u00a0asks,\u00a0\u201cDeclare to yourself that you intend to change.\u201d\u00a0(p.2) This step requires you to write a statement that\u00a0states your intention to change an attitude. It then requires you to re-word the limiting attitude in a positive way. This is important to do because\u00a0generally you tend to do what you tell yourself to do which influences attitudes. The third question\u00a0asks,\u00a0\u201cList 3 people who you believe currently have the positive attitude you recorded in question 2.\u201d (p.2).\u00a0This step is important because we tend to be like those who we surround ourselves with and who we admire.<\/p>\n

Question four asks, \u201cList 3 different behaviors or actions you can do\u00a0tat\u00a0could lead to other to believe that you have new attitude.\u201d (p.2).\u00a0This step is important because practicing a certain attitude can\u00a0help\u00a0you become\u00a0better at it and thus improve the attitude overall. Question five asks, \u201cDescribe 3 situations in which you commonly find yourself where you could practice the 3 behaviors or actions listed above.\u201d (p.2). More practice means the attitude will become a habitual habit. Question six asks,\u00a0\u201cList 3 people you could talk to about changing and becoming more the person you want to be.\u201d (p.3).\u00a0Telling someone your intentions generally\u00a0makes\u00a0you follow what you said you will\u00a0do. Question seven asks, \u201cList 3 times during the day when you intend to visualize what you will be like and how you will feel\u00a0once you acquire this new attitude.\u201d (p.3).\u00a0Visualizing\u00a0yourself\u00a0doing something tends to encourage\u00a0you to\u00a0do\u00a0that thing.\u00a0The last question asks, \u201cWrite down at least one way to reward yourself for acting in a way that demonstrates your new attitude.\u201d (p.3).\u00a0Rewards tend to encourage you to continue to repeat whatever it is you are rewarding yourself for.\u00a0Using this model could\u00a0improve negative attitudes which could increase\u00a0grades.<\/p>\n

The article\u00a0\u201cUtility Value Intervention in a College Biology Lab: The Impact on Motivation\u201d by\u00a0Kevin Curry Jr., Dan Spencer,\u00a0Ondra\u00a0Pesout, and Kimberly\u00a0Pigford\u00a0compared the outcomes of students who had utility value intervention\u00a0in the biology lab\u00a0and those who did not.\u00a0These authors believe that\u00a0\u201crequiring students to generate their own utility value toward a task, followed by written reflection, increases students\u2019 maintained and situational interest for biology laboratory reports.\u201d (p.232).\u00a0The authors believe that science graduates often have poor scientific writing and critical thinking skills due to students being unmotivated (p.233).\u00a0The interventions used in this study were used to\u00a0motivate students to engage with the course\u00a0content rather than motivate students to engage in the writing task itself\u00a0(p.234).\u00a0Utility value\u00a0represents and person\u2019s view on the usefulness of scientific writing or future goals (p.234).\u00a0It has been shown that high\u00a0levels of utility value are positively related to academic outcomes\u00a0(p.235).\u00a0High levels of utility value have also shown positive results in math, social science, writing, and educational psychology (p.235).<\/p>\n

Before further explaining this\u00a0study,\u00a0it is important to understand a couple of terms. Firstly,\u00a0anything that is \u201cdirectly-communicated\u201d\u00a0refers to\u00a0information that was supplied to students\u00a0with value related information\u00a0(p.235). Lastly, anything that is \u201cself-generated\u201d refers to the values\u00a0that students provided themselves\u00a0(p.235).\u00a0Throughout the semester\u00a0participants were given\u00a05\u00a0five-minute\u00a0interventions that\u00a0had a theme involving the utility value of scientific writing (p.239).\u00a0Self-reported measures\u00a0were completed through an online survey (p.240).\u00a0There were four groups included in this study. The first group was the\u00a0directly-communicated\u00a0group. Students received external information about the utility value of lab reports\u00a0and did not have a follow-up exercise (p.240). The self-generated group had students\u00a0create their own thoughts of the utility value of lab reports using self-reflective brainstorming sessions (p.240).\u00a0No videos were used in this group.\u00a0The hybrid group was a combination of direct communication and self-generation of utility value of lab reports (p.240).\u00a0Lastly, the control group were not exposed to the utility value of lab reports during the interventions (p.240).<\/p>\n

Results have shown that\u00a0the self-generated and hybrid group showed a higher utility value than the control group by the end of the semester\u00a0(p.242).\u00a0The self-generated group also reported a significantly higher situation interest compared to the\u00a0directly-communicated\u00a0group (p246.).\u00a0Compared to the control group, the self-generated group\u00a0showed the greatest promise\u00a0for increasing motivation toward laboratory reports (p.246).\u00a0These results suggest that\u00a0using brainstorming sessions and written reflections show the greatest promise for increasing the value of scientific writing\u00a0in a college laboratory (p.248).<\/p>\n

Even though many of the studies I\u00a0explained have shown promising results, there is still more research that is needed to continue to\u00a0either prove or\u00a0refute these results.\u00a0The article \u201cUsing Journal Articles to Teach Writing Skills for Laboratory Reports in General Chemistry\u201d\u00a0explained that future studies could show that students who create data tables learn more about how the data fits\u00a0together to solve a problem\u00a0(p.764).\u00a0The article \u201cCreative Report Writing in Undergraduate Organic Chemistry Laboratory Inspires Nonmajors\u201d\u00a0mentions having students in lower-level chemistry classes use this technique\u00a0to see if the results are similar (p.95).\u00a0The article \u201cThe Relationships between University Students\u2019 Chemistry Laboratory Anxiety, Attitudes, and self-efficacy\u201d\u00a0mentions\u00a0that future studies should involve more student populations\u00a0and\u00a0use more than just correlational statistics\u00a0(p.8).<\/p>\n

The article \u201cUtility Value Interventions in a College Biology Lab: The Impact on Motivation\u201d brough up multiple\u00a0options for future studies which include exploring the casual effect\u00a0of utility value, should be conducted in an authentic classroom context,\u00a0account for individuals\u2019 confidence in tasks and the degree of personal connections a task and their life, consider students\u2019 perceptions of autonomy when designing directly-communicated\u00a0and hybrid interventions, explore changes in value across shorter periods of time,\u00a0expand the study design to include an additional condition that involves brainstorming followed by a control task,\u00a0integrate similar types of interventions within other aspects of the course such as class lectures, value-enhancing\u00a0activities\u00a0that take place only in the classroom environment,\u00a0utilize qualitative\u00a0analysis to compare essay between the self-generated and directly-communicated group, and examine the impact of utility interventions on college students\u2019 scientific writing and their\u00a0academic performance in the science field (p.235-236, 247-248).\u00a0\u00a0Many of the other articles have stated similar studies need to be done\u00a0but with a larger participant size.<\/p>\n

Many articles have stated there needs to be a change in how laboratory reports are taught so students will have more positive attitudes\u00a0which increases their performance and grades. It has been shown that student attitudes can make a big impact on grades. Students with negative attitudes tend to have lower grades and performance while those with positive attitudes have higher grades and performance.\u00a0So far, there have been multiple studies on the different types of teaching\u00a0and also\u00a0other methods that can be used to improve student attitudes through self-reflection.\u00a0Although these studies show very promising results, there still needs to be further research to\u00a0have more evidence of these positive effects.<\/p>\n

References<\/p>\n

Congos, Dennis.\u00a0How Attitudes Affect Grades – SARC Online \u2022 UCF<\/em>. 2011, academicsuccess.ucf.edu\/sarconline\/wp-content\/uploads\/sites\/32\/2017\/07\/How_Attitudes_Affect_Grades11.pdf.<\/p>\n

Curry, Kevin W., et al. \u201cUtility Value Interventions in a College Biology Lab: The Impact on Motivation.\u201d\u00a0Journal of Research in Science Teaching<\/em>, vol. 57, no. 2, 29 July 2019, pp. 232\u2013252., doi:10.1002\/tea.21592.<\/p>\n

Kurbanoglu, N.\u00a0Izzet, and Ahmet\u00a0Akim. \u201cThe Relationships between University Students\u2019 Chemistry Laboratory Anxiety, Attitudes, and Self-Efficacy Beliefs.\u201d\u00a0Australian Journal of Teacher Education<\/em>, vol. 35, no. 8, 2010, pp. 1\u20139., doi:10.14221\/ajte.2010v35n8.4.<\/p>\n

Murray, Dr., and Anna\u00a0Rockowitz. \u201cWriting Across the Curriculum: Writing Lab Reports.\u201d\u00a0Hunter College<\/em>, www.hunter.cuny.edu\/rwc\/repository\/files\/WAC\/Writing-Lab-Reports.pdf.<\/p>\n

Student. \u201cEffects of Students Attitude on Their Performance.\u201d\u00a0UKEssays.com<\/em>, Nov. 2018, www.ukessays.com\/essays\/psychology\/effects-of-students-attitude-on-their-performance-psychology-essay.php.<\/p>\n

Gragson, Derek E., and John P. Hagen. \u201cDeveloping Technical Writing Skills in the Physical Chemistry Laboratory: A Progressive Approach Employing Peer Review.\u201d\u00a0Journal of Chemical Education<\/em>, vol. 87, no. 1, 2010, pp. 62\u201365., doi:10.1021\/ed800015t.<\/p>\n

Henary, Maged, et al. \u201cCreative Report Writing in Undergraduate Organic Chemistry Laboratory Inspires Nonmajors.\u201d\u00a0Journal of Chemical Education<\/em>, vol. 92, no. 1, 5 Nov. 2014, pp. 90\u201395., doi:10.1021\/ed5002619.<\/p>\n

Lee, Susan E., et al. \u201cWriting Activities Embedded\u00a0In\u00a0Bioscience Laboratory Courses\u00a0To\u00a0Change Students\u2019 Attitudes\u00a0And\u00a0Enhance Their Scientific Writing.\u201d\u00a0EURASIA Journal of Mathematics, Science and Technology Education<\/em>, vol. 7, no. 3, 21 Mar. 2011, pp. 193\u2013202., doi:10.12973\/ejmste\/75191.<\/p>\n

Moskovitz, C., and D. Kellogg. \u201cInquiry-Based Writing in the Laboratory Course.\u201d\u00a0Science<\/em>, vol. 332, no. 6032, 19 May 2011, pp. 919\u2013920., doi:10.1126\/science.1200353.<\/p>\n

Tilstra, Luanne. \u201cUsing Journal Articles to Teach Writing Skills for Laboratory Reports in General Chemistry.\u201d\u00a0Journal of Chemical Education<\/em>, vol. 78, no. 6, June 2001, pp. 762\u2013764., doi:10.1021\/ed078p762.<\/p>\n

Wackerly, Jay Wm. \u201cStepwise Approach\u00a0To\u00a0Writing Journal-Style Lab Reports in the Organic Chemistry Course Sequence.\u201d\u00a0Journal of Chemical Education<\/em>, vol. 95, no. 1, 20 Nov. 2017, pp. 76\u201383.,\u00a0doi:10.1021\/acs.jchemed.6b00630.<\/p>\n","protected":false},"author":253,"menu_order":7,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["sarnold"],"pb_section_license":""},"chapter-type":[],"contributor":[84],"license":[],"class_list":["post-435","chapter","type-chapter","status-publish","hentry","contributor-sarnold"],"part":42,"_links":{"self":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/435","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/users\/253"}],"version-history":[{"count":2,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/435\/revisions"}],"predecessor-version":[{"id":546,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/435\/revisions\/546"}],"part":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/parts\/42"}],"metadata":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/435\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/media?parent=435"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapter-type?post=435"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/contributor?post=435"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/license?post=435"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}