First Experiences with Reading Primary Literature by Undergraduate Life Science Students

Lacum, Edwin van; Ossevoort, Miriam; Buikema, Hendrik; Goedhart, Martin

doi:10.1080/09500693.2011.582654

Cited by 32 publications

(30 citation statements)

References 34 publications

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“…In Erwin Schrödinger's words, "A scientist is supposed to have a complete and thorough knowledge, at first hand, of some subjects, and therefore is usually expected not to write on any topic of which he is not a master" (Schrödinger 1944). Indeed, differences between undergraduate students and expert readers of PSL have been identified, and various strategies suggested to enable non-experts to read and comprehend PSL (e.g., Hoskins et al 2011;van Lacum et al 2011). Indeed, differences between undergraduate students and expert readers of PSL have been identified, and various strategies suggested to enable non-experts to read and comprehend PSL (e.g., Hoskins et al 2011;van Lacum et al 2011).…”

Section: Two Perspectives On Scientific Text Genresmentioning

confidence: 99%

Adapted Primary Literature

Yarden¹,

Norris²,

Phillips³

2015

Innovations in Science Education and Technology

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As technology rapidly matures and impacts on our ability to understand science as well as on the process of science education, this series focuses on in-depth treatment of topics related to our common goal: global improvement in science education. Each research-based book is written by and for researchers, faculty, teachers, students, and educational technologists. Diverse in content and scope, they reflect the increasingly interdisciplinary and multidisciplinary approaches required to effect change and improvement in teaching, policy, and practice and provide an understanding of the use and role of the technologies in bringing benefit globally to all.More information about this series at

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Section: Two Perspectives On Scientific Text Genresmentioning

confidence: 99%

Adapted Primary Literature

Yarden¹,

Norris²,

Phillips³

2015

Innovations in Science Education and Technology

View full text Add to dashboard Cite

show abstract

“…The importance of deep reading among scientists of all types cannot be overstated. Deep reading is, however, not a skill that comes naturally to many budding scientists . Novice scientists face challenging vocabulary and other issues that often preclude more than a surface comprehension of the content of research reports.…”

Section: Introductionmentioning

confidence: 99%

“…The education literature has addressed the improvement of reading ability among nascent scientists (for a recent extensive study, see ref. ), and it has provided many interventions to help students improve their reading skills (e.g. ref.…”

Section: Introductionmentioning

confidence: 99%

A focused assignment encouraging deep reading in undergraduate biochemistry

Spiegelberg

2013

Biochem Molecular Bio Educ

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Encouraging undergraduate students to access, read, and analyze current primary literature can positively impact learning, especially in advanced courses. The incorporation of literature into coursework typically involves reading and responding to full research reports. Such exercises have clear value as students make connections between experiments and are able to probe and critique scientific logic. The exclusive use of full papers, though, may reinforce certain students' tendencies to rely on textual clues rather than a critical analysis of the actual data presented. I propose that structured activities requiring students to focus on individual parts of research papers, even on a single figure, are beneficial in a literaturecentered advanced undergraduate course, because they promote the deep reading that is critical to scientific discourse. In addition, I describe how one such focused assignment boosted learning and was well received by students in a second-semester biochemistry course.

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“…Depending on instructor goals, the general scaffold may emphasize rhetoric [1,17,18], data interpretation, or overall comprehension. For example, a scaffold emphasizing rhetoric might ask students to analyze an article by identifying evidence versus conclusions [1,17]. Other assignments focus on interpretation of figures [6,19], student dialogue with the article text [20], or translation of the article into a format accessible to a layperson [3].…”

Section: Research On Student Engagement With the Primary Literaturementioning

confidence: 99%

“…For example, questions posed to students might include BWhy was the experiment performed?^ [16] or BWhat results did the investigator collect?^ [14]. Depending on instructor goals, the general scaffold may emphasize rhetoric [1,17,18], data interpretation, or overall comprehension. For example, a scaffold emphasizing rhetoric might ask students to analyze an article by identifying evidence versus conclusions [1,17].…”

Section: Research On Student Engagement With the Primary Literaturementioning

confidence: 99%

Use of primary literature in the undergraduate analytical class

Kovarik

2016

Anal Bioanal Chem

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First Experiences with Reading Primary Literature by Undergraduate Life Science Students

Cited by 32 publications

References 34 publications

Adapted Primary Literature

Adapted Primary Literature

A focused assignment encouraging deep reading in undergraduate biochemistry

Use of primary literature in the undergraduate analytical class

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