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.© Universidad Nacional Autónoma de México.
de Oliveira, J. R. S., Meleiro Porto, A. L., & Queiroz, S. L. (2014). Peer review no ensino superior de química: Atividade didática para a apropriação do discurso da ciência. Educacion Quimica, 25(1), 35–41. https://doi.org/10.1016/S0187-893X(14)70521-X