Traumatic exposure of college freshmen to primary scientific literature: How to avoid turning students off from reading journal articles

“…There is much support for the importance of incorporating primary literature in science courses ( 1 ), and various techniques can be employed to do so ( 2 , 3 ). The actual methods employed by instructors can vary widely, in terms of the number of articles covered, the number of class meetings dedicated to reading primary literature, and the content covered ( 4 , 5 ). This learning module differs from some other models in that the focus is not on the content or the analysis of individual articles per se but is more related to telling the “story” of science, since students may struggle and become frustrated with reading primary literature if they are unable to connect the paper to the bigger picture or are confused by jargon ( 6 ).…”

Section: Introductionmentioning

confidence: 99%

A Scaffolded Module to Improve Scientific Literacy by Engaging Students with Primary Literature Using the Instructor’s Research Experience

Breukelen

2023

J Microbiol Biol Educ.

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To improve students’ scientific literacy, I designed a learning module that built upon my personal research experience and interest to actively engage students in reading primary literature. Here, I describe the scaffolded procedure in six steps, each linked to a learning outcome and assessment using Bloom’s taxonomy as a framework of increasing from lower-order to higher-order cognition: (i) storytelling and discussion, i.e., remember; (ii) guided reading, i.e., understand; (iii) group reading, i.e., apply; (iv) shared reading, i.e., analyze; (v) self-selected reading, i.e., evaluate; and (vi) research proposal, i.e., create.

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Integrating open education practices with data analysis of open science in an undergraduate course

Bakermans

2024

Ecology and Evolution

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The open science movement produces vast quantities of openly published data connected to journal articles, creating an enormous resource for educators to engage students in current topics and analyses. However, educators face challenges using these materials to meet course objectives. I present a case study using open science (published articles and corresponding datasets) and open educational practices in a capstone course. While engaging in current topics of conservation, students trace connections in the research process, learn statistical analyses, and recreate analyses using the programming language R. I assessed the presence of best practices in open articles and datasets, examined student selection in the open grading policy, surveyed students on their perceived learning gains, and conducted a thematic analysis on student reflections. First, articles and datasets met just over half of the assessed fairness practices, which increased with the publication date. There was a marginal difference in how assessment categories were weighted by students, with reflections highlighting appreciation for student agency. In course content, students reported the greatest learning gains in describing variables, while collaborative activities (e.g., interacting with peers and instructor) were the most effective support. The most effective tasks to facilitate these learning gains included coding exercises and team‐led assignments. Autocoding of student reflections identified 16 themes, and positive sentiments were written nearly 4x more often than negative sentiments. Students positively reflected on their growth in statistical analyses, and negative sentiments focused on how limited prior experience with statistics and coding made them feel nervous. As a group, we encountered several challenges and opportunities in using open science materials. I present key recommendations, based on student experiences, for scientists to consider when publishing open data to provide additional educational benefits to the open science community.

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Traumatic exposure of college freshmen to primary scientific literature: How to avoid turning students off from reading journal articles

Cited by 3 publications

References 45 publications

Reflection on Learning Objectives and Teaching Strategies

Reflection on Learning Objectives and Teaching Strategies

A Scaffolded Module to Improve Scientific Literacy by Engaging Students with Primary Literature Using the Instructor’s Research Experience

Integrating open education practices with data analysis of open science in an undergraduate course

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