Preprint Peer Review Enhances Undergraduate Biology Students' Disciplinary Literacy and Sense of Belonging in STEM

Otto, Josie L.; McDowell, Gary S.; Balgopal, Meena M.; Lijek, Rebeccah S.

doi:10.1128/jmbe.00053-23

Cited by 5 publications

(5 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Engaging the high school student in authentic science writing and publication, while relatively limited, is a growing experience. We anticipate that such student engagement not only serves to elevate their science literacy (Golden, 2023; Fankhauser, et al 2021; Mattison, et al 2022) but could also facilitate their development of identity and belonging in science (Carlone & Johnson, 2007; Deemer et al, 2022; Florence & Yore, 2004; Kim, et al 2023; Otto et al, 2023; Trujillo & Tanner, 2017). Thus, as these types of opportunities become more widespread, it’s important to understand how we’re mentoring our students to become familiar with the genre norms and the role of this type of communication within the process of science.…”

Section: Discussionmentioning

confidence: 99%

“…For example, participation in science literature can increase student understanding of science inquiry and concepts (Golden, 2023). At the undergraduate level, students who participate in authentic peer-reviews of preprint articles report greater STEM identity (Otto et al, 2023); and similarly at the graduate level, students who engage in the disciplinary literacy practices of writing a research paper and serving as a peer-reviewer report higher identity factors, indicating that students view participation in these practices as part of their scientific identity (Florence & Yore, 2004). Authentically engaging in the research process may increase students' confidence in scientific abilities which further strengthens their sense of identity in the STEM field (Trujillo & Tanner, 2017).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Empowering future scientists: Mentors employ various strategies to engage students in professional science disciplinary literacy practices

Minocha,

Bhagatwala,

Mirzoyan

et al. 2024

Preprint

Self Cite

View full text Add to dashboard Cite

Secondary students are increasingly involved in scientific research projects that include authentic disciplinary literacy components such as research proposals, posters, videos, and scientific research papers. More and more, students are also engaging in professional practice of publishing their scientific research papers through dedicated secondary science journals. Peer-review and publication are important parts of the scientific enterprise, and research has shown that engaging students in such scholarly practices helps build their sense of belonging and scientific identity. Yet, these disciplinary literacy skills and professional practices are often part of the hidden curriculum of science research, thus excluding students and others from fully understanding ways in which scientific knowledge is constructed, refined, and disseminated even though students are participating in such activities. As more students participate in research experiences and the dissemination of their work, it is important to understand how teachers and other mentors support the development of disciplinary literacies, including those that are deemed professional. To this end, we used a mixed-methods study of interviews and surveys to examine the experience and conceptions of the mentors (teachers and professional scientists) who guided pre-college students through the writing and publication of their scientific research projects. Our findings reveal that mentors have divergent views on the value of publication within science versus for student scientists. Additionally, analyzing our data from a lens of cognitive apprenticeship we find that mentors encourage independence by primarily employing the method of exploration. Our findings suggest that mentors could work to explicitly reveal their own thinking within science writing and provide more sequenced support for student scientists.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Empowering future scientists: Mentors employ various strategies to engage students in professional science disciplinary literacy practices

Minocha,

Bhagatwala,

Mirzoyan

et al. 2024

Preprint

Self Cite

View full text Add to dashboard Cite

show abstract

“…Together with other promising examples in biology (Otto et al, 2023), we hope that other disciplines may take this as inspiration for developing similar pedagogical tools and instruments according to their specific needs and requirements.…”

Section: Limitationsmentioning

confidence: 96%

“…In addition, previous initiatives were not explicitly embedded into a structured training programme at the undergraduate level. We know of only one exploratory study that reported on successful inclusion of peer review within an undergraduate biology curriculum for 19 students (Otto et al, 2023). The structure of undergraduate programmes can present considerable challenges for teaching peer review because accredited undergraduate degrees are required to deliver specific modules aligned with their programme structures, leaving limited opportunity to add an additional module focused exclusively on peer reviewing.…”

Section: Introductionmentioning

confidence: 99%

Engaging Undergraduate Students in Preprint Peer Review

Holford,

McLean,

Holcombe

et al. 2024

Preprint

View full text Add to dashboard Cite

Authentic assessment allows students to demonstrate knowledge and skills in real-world tasks. In research, peer review is one such task where researchers are required to critique other researchers’ work - a skill that undergraduate students are expected to develop. This means peer review could serve as an authentic assessment that benefits students’ education. In this study, we had students write peer reviews of preprints, scaffolded by a rubric. Agreement between the students and experts was reasonable, and student engagement was high. The results suggest that use of peer review in undergraduate classes should be explored more. It likely facilitates student ability to evaluate the quality of scientific studies, learning about the scientific process and its critical evaluation, and shows potential for contributing to publicly-available assessment of scientific studies.

show abstract

“…Instructors who cannot offer a complete course on peer review may still consider incorporating the module into existing science courses as a way to develop students' disciplinary literacy, scientific identity, and sense of belonging in STEM. In essence, the development of scientific literacy is carried out through peer review of scientific manuscripts (Otto et al, 2023).…”

Section: January 2024mentioning

confidence: 99%

Development of interactive e-modules to improve students’ scientific literacy abilities: A literature review

Herlina,

Abidin

2024

mangiferaedu

View full text Add to dashboard Cite

This research aims to investigate the development of the interactive e- Module in the context of improving students' scientific literacy skills. The approach employed in this research involved a systematic literature review, detailing the latest developments from 2019 to 2023 in the use of interactive e-Modules to enhance scientific literacy among students in Indonesia and abroad. The Meta-synthesis techniques were applied in this research. The samples utilized were sourced from 2019-2023 and were retrieved from international journals Google Scholar, Scopus, and Eric with the keyword "Interactive e-module and Scientific literacy”. A total of 233 journal articles were obtained and after being reviewed 209 articles were eliminated because they did not include international articles relevant to this research. Consequently, only 24 articles were used in this research. This type of research used Systematic Literature Review (SLR). The research findings indicate that the E-Module is based on Discovery Learning, STEM (Science, Technology, Engineering, and Mathematics), PBL (Problem-Based Learning), PjBL (Project-Based Learning), IBL (Inquiry-Based Learning), SETS (Science, Environment, Technology, Society), SSI (Socio Scientific Issues), and Flipped classroom can improve students' Scientific Literacy. The type of technology used in making E-Modules included Macromedia Flash, Virtual Laboratory, Flip PDF Professional, PhET Applications, and Articulate Storyline. The implications of this literature review are anticipated to provide direction for the development of educational policies, curriculum design, and further research to increase scientific literacy in the digital era.

show abstract

Preprint Peer Review Enhances Undergraduate Biology Students' Disciplinary Literacy and Sense of Belonging in STEM

Abstract: Education

Cited by 5 publications

References 47 publications

Empowering future scientists: Mentors employ various strategies to engage students in professional science disciplinary literacy practices

Empowering future scientists: Mentors employ various strategies to engage students in professional science disciplinary literacy practices

Engaging Undergraduate Students in Preprint Peer Review

Development of interactive e-modules to improve students’ scientific literacy abilities: A literature review

Contact Info

Product

Resources

About