The following article provides highlights of a larger body of work on the impact of peer review on undergraduate biology students’ scientific reasoning, scientific writing and attitudes. Results suggest that undergraduates, even freshman can be effective peer reviewers and that peer review improves scientific writing, content knowledge, and scientific reasoning skills. Students report peer review to be a beneficial experience both within the course and in terms of helping them to develop as aspiring scientists. Science faculty are therefore encouraged to consider incorporating peer review as a regular part of instruction.
Journal of the South Carolina Academy of Science, ed. Hans-Conrad zur Loye, Volume 7, Issue 1, 2009, pages 1-7.
Timmerman, B., & Strickland, D. (2009). Faculty Should Consider Peer Review as a Means of Improving Students’ Scientific Reasoning Skill. Journal of the South Carolina Academy of Science, 7(1), 1–7.