Primary Scientific Literature Is Not Just for Students and Academics: a Study of Primary Source Modalities and Predictors of Learning across Adulthood

Abstract

The 2019 coronavirus disease pandemic and distrust for popular media have highlighted the need for effective methods of direct communication of biomedical science to the public. It is presently unclear how well nonexperts can learn from primary scientific sources and what factors predict such learning in the general public.

Developing Science Literacy in Students and Society: Theory, Research, and Practice

“…Authors in this special issue present how student skills in analyzing data in the primary scientific literature can be improved via graphical abstract assignments ( 14 ) and annotations ( 15 , 16 ), as well as by engaging in peer review ( 17 ). Beyond developing their own understanding of the science, engaging with the primary scientific literature is important for our students, as they can utilize the literature as a tool for science communication with nonscientist audiences ( 18 ). Conversely, we can utilize popular texts intended for the public in our science classrooms in order to promote science literacy and new insights about socio-scientific issues ( 19 ).…”

“…Science literacy skills are required for everyday decision-making and are often applied by nonscientists. These nontechnical audiences are able to understand scientific evidence using primary literature ( 18 ) and develop interest in science using art ( 3 ). Attitudes toward science and trust in scientists became especially important during the COVID-19 pandemic.…”

“…This issue explores the use of laboratory course elements as drivers of equity-based STEM education ( 20 ) as well as the development of empathetic communication skills as an effective means of reaching all members of the community regardless of their previous experiences with science and potential exposure to scientific misinformation ( 10 ). Within the classroom, different research groups are exploring how to develop literacy-based assignments that either use unconventional and more accessible means to bring new students into an exploration of science ( 3 , 14 ) or provide learning support tools that make engagement with scientific literature more accessible to all ( 18 ). A society cannot improve its overall level of scientific literacy without finding ways of making scientific knowledge accessible to all of its members, and the work presented in this issue provides a variety of approaches toward this goal.…”