Using Scientific Literature to Affect Students’ Identification with the Scientific Discourse Community

Abstract

A series of small literature activities were designed and implemented in a General Chemistry Lab course in an attempt not only to improve students' ability to navigate and utilize the scientific literature but also to affect their self-perceptions of their identification with the scientific discourse community. Selfperceptions were assessed using a pre-and postactivity survey. 67 students participated in the activities which involved a weekly article related to that week's lab topic. Students completed short worksheets with questions that guided them to key ideas and concepts in the articles. In addition to information retrieval, a particular emphasis was placed on identifying the authors and considering the contexts in which the research was carried out. The results indicate that students' self-perceptions regarding their (1) identification with the scientific discourse community and ability to (2) identify the community to which the authors belong, (3) retrieve information, (4) identify the research's purpose, and (5) distinguish data from authors' interpretations all significantly improved.

Exploring Science Literature: Integrating Chemistry Research with Chemical Education

“…The development of scientific literacy among students using chemical research literature should be emphasized in chemistry teaching. Chemistry educators often include activities involving searching library resources to extend concepts discussed in class. , However, there is a disparity since only upper-level courses commonly utilize scholarly publications. , Students’ interest and achievement in undergraduate introductory courses have been consistently congruent with a positive attitude among students , and how the courses are prepared to incorporate real-world experience in the context of chemical education and its linkages to engineering, medicine, pharmaceutical sciences, food sciences, and environmental studies. − …”

A Guided-Inquiry Activity for Introducing Students to Figures from Primary Scientific Literature

“…Several approaches have been utilized to teach undergraduate students how to read and interpret data within primary literature. ,− Most of these approaches have been implemented in upper-level courses, such as organic chemistry and analytical chemistry, − with only a handful appearing in introductory general chemistry courses. − Of these approaches, there are two general formats for scaffolding students’ learning: a nonspecific assignment that can be applied to most scientific articles and a specific assignment with questions associated with a particular article . The first format shows commonalities across primary literature, such as the structure of an article, whereas the second format makes connections between the article and course content.…”

The Scientific Method as a Scaffold to Enhance Communication Skills in Chemistry

“…The literature surrounding chemical communication pedagogy is diverse. However, efforts to improve written and oral communication skills have followed four general and broad approaches, which are sometimes presented in a hybrid form: (1) the incorporation of technical writing with chemical literacy, − in first-year courses, ,,,− stand-alone classes, ,,,,− and/or discipline specific courses; ,− (2) laboratory experiments; ,,,,,,− (3) critical thinking exercises; ,,,,− and (4) research experiences.…”

“…At the end, students splice the knowledge generated from each phase into a single cohesive and meaningful scientific story, which is communicated both orally and in writing. In this report, we specify how we have leveraged the scientific method along with the community’s reports on technical writing for chemical literacy, ,,,− , laboratory experiments, ,,,,,− ,− critical thinking exercises, ,,,,− and research experiences − …”