How Do Students Interact with the Primary Scientific Literature in an Undergraduate Science Program?

Autor/inn/en	Hou, By Yi; Verkade, Heather; van Driel, Jan
Titel	How Do Students Interact with the Primary Scientific Literature in an Undergraduate Science Program?
Quelle	In: Journal of College Science Teaching, 52 (2023) 3, S.55-66 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Science Education; Scientific Research; Undergraduate Students; Student Attitudes; Research Utilization; Self Esteem; Age Differences; Foreign Countries; Reading Ability; Reading Strategies; Australia + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Schülerverhalten; Forschungsumsetzung; Self-esteem; Selbstaufmerksamkeit; Age; Difference; Age difference; Altersunterschied; Ausland; Reading competence; Lesekompetenz; Reading strategy; Leselernstufe; Lesetechnik; Australien
Abstract	The ability to read, understand, and interpret primary scientific literature is an essential skill for undergraduate students in science. This study aimed to provide a detailed understanding of how second- and third-year undergraduate students in a biochemistry and molecular biology major at the University of Melbourne in Australia feel about reading research articles and how often they are expected to do so. Teachers' expectations of the students' use of literature in their assessment tasks were compared with the experiences of students with their reading of the literature. There was a clear increase in the confidence and reported skills of third-year students, as well as an increase in the importance they see in reading the literature, compared with the second-year students. This increase was matched by much higher teacher expectations that students would read the literature for their assessment tasks. This expectation can be seen in the shift from a low proportion of relatively low-level literature "understand" interactions on Bloom's revised taxonomy to a larger proportion of marks for higher-level "analyze." A more guided approach with second-year students would be beneficial. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01