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“I am here because I wanted to shine”: how poetry can be used to better understand undergraduate students’ first-year chemistry or related course experiences

Illingworth, Sam; Radhakrishnan, Mala L.

Authors

Mala L. Radhakrishnan



Abstract

In this study we investigate how first-year chemistry/biology undergraduate students’ original poetry can be used as a reflective tool for others to understand their course experiences. By inviting students from an integrated first-year chemistry/biology course to write poetry about their experiences, we use poetic content analysis as a qualitative research method to analyze the students’ responses to an open-ended prompt. In analyzing the poetry, four major categories emerged: knowledge, community, emotions, and identity, each of which includes examples that reflect and enhance our understanding of well-documented milestones and ideas in the literature regarding first-year student academic experiences, therefore highlighting the extent to which poetry can be useful in this regard. In presenting these findings we also demonstrate how such an approach might be used by others to better understand student experiences, including those related to learning, belonging, and/or identity in their introductory chemistry or related courses.

Citation

Illingworth, S., & Radhakrishnan, M. L. (2023). “I am here because I wanted to shine”: how poetry can be used to better understand undergraduate students’ first-year chemistry or related course experiences. Chemistry Education Research and Practice, 24(3), 868-881. https://doi.org/10.1039/d2rp00276k

Journal Article Type Article
Acceptance Date Feb 24, 2023
Online Publication Date Mar 10, 2023
Publication Date 2023
Deposit Date Mar 16, 2023
Publicly Available Date Mar 16, 2023
Journal Chemistry Education Research and Practice
Print ISSN 1756-1108
Electronic ISSN 1756-1108
Publisher Royal Society of Chemistry
Peer Reviewed Peer Reviewed
Volume 24
Issue 3
Pages 868-881
DOI https://doi.org/10.1039/d2rp00276k

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