The learning processes of two high‐school biology students when reading primary literature

Brill, Gilat; Falk, Hedda; Yarden, Anat

doi:10.1080/0950069032000119465

Cited by 35 publications

(16 citation statements)

References 18 publications

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“…Bill and Leah tended to ignore unknown technical terms, while Jessica and Mary tried to find out their meaning on the internet. Overall, we encountered similar strategies as Brill et al (2004).…”

Section: Reading Strategies Used By Studentsmentioning

confidence: 90%

“…The interviewed students seemed to have no major problems with understanding the concepts used in the articles (apart from some technical terms, see also Brill et al, 2004). This is probably due to the lectures students attended before reading the articles, in which relevant concepts were presented.…”

Section: Comment [Evl41]mentioning

confidence: 99%

“…Two researchers read the transcripts and obervation notes independently and marked fragments which related to reading strategies. For further analysis, we used an adapted subdivision of Brill et al (2004): (a) connecting prior knowledge (recognising a technical term from a lecture), (b) using illustrations (looking at a graph to understand the 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 …”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

First Experiences with Reading Primary Literature by Undergraduate Life Science Students

Lacum

Ossevoort

Buikema

et al. 2012

International Journal of Science Education

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Section: Reading Strategies Used By Studentsmentioning

confidence: 90%

Section: Comment [Evl41]mentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

First Experiences with Reading Primary Literature by Undergraduate Life Science Students

Lacum

Ossevoort

Buikema

et al. 2012

International Journal of Science Education

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“…Students' difficulty in distinguishing between past experiments, reviewed in the Introduction of the APL article, and the experiment that is the focus of the article, has been previously reported (Brill et al 2004). Here, we can see the same difficulty arise during the enactment of the Discussion section.…”

Section: Meaning-making Of the Scientific Inquiry Processmentioning

confidence: 95%

“Here the Scientists Explain What I Said.” Coordination Practices Elicited During the Enactment of the Results and Discussion Sections of Adapted Primary Literature

Falk

Yarden

2009

Res Sci Educ

Self Cite

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Adapted primary literature (APL) is a novel text genre that retains the authentic characteristics of primary literature. Learning through APL represents an educational intervention with an authentic scientific context. In this case study, we analyzed the 80-min discourse developed during the enactment of an article from an APL-based curriculum in biotechnology in one class, and examined epistemic practices used by students during their meaning-making of the Results and Discussion sections of the article. Specifically, we examined coordination practices, by which students connected elements belonging to different epistemic status or context (theory, data, experimental stages, biotechnological applications and text). The application of coordination practices was identified more than 70 times during the lesson. In the context of the Results section, the students displayed research-oriented coordination practices, which were frequently associated with claims of comprehension difficulty. In the context of the Discussion section, students displayed textoriented coordination practices, associated with analysis of the text characteristics. We are suggesting that the research-oriented coordination practices and some of the text-oriented ones enabled the emergence of authentic scientific practices and learning by inquiry. Another type of text-oriented coordination practice enabled reflection on scientists' experimental processes, enabling learning science as inquiry. The enactment model of APL used here allowed for both the emergence of the two dimensions of inquiry learning and the promotion of scientific literacy in the fundamental and derived senses.

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“…Deeper comprehension is also produced when students answered questions about the text and overcome reading problems using reading strategies as revealed by Brill, Falk, and Yarden (2004). Eye fixation also plays an important role to distinguish skilled readers from those who are not skilled.…”

Section: Problem-solving Strategies and Biology Achievementmentioning

confidence: 99%

Assessing Matriculation College Students’ Metacognitive Awareness Reading Strategies (MARS) in Biology

Veloo¹,

Rani

Hashim³

2015

RES

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This study examines the relationship between student's perceived use of Metacognitive Awareness Reading Strategies (MARS) in reading Biology books and corresponding Biology achievement. This study also identified the effective reading strategies that affect students' Biology achievement in a particular semester. This study selected 318 Biology students by random sampling which comprised 97 (30%) male and 221 (70%) female students who were studying in one of the Matriculation Colleges in Kedah state, Malaysia. This study use Metacognitive Awareness of Reading Strategies Inventory (MARSI) constructed by Mokhtari and Reichard (2002). Findings of this study show that there is a positive weak relationship between perceived use of MARS and their Biology performance in Matriculation Programme. This study also show that Global Reading Strategies and Problem-Solving Strategies are predictors but Support Reading Strategies is not a predictor of Biology achievement. In investigating the effects of strategies, Global Reading is the best contributor followed by Problem-Solving Strategies to predict Biology achievement. It is suggested that teachers learn how to practice reading strategy instruction in the classroom. Students themselves should learn MARS and apply them in their reading and focus more on Global Reading Strategies.

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The learning processes of two high‐school biology students when reading primary literature

Cited by 35 publications

References 18 publications

First Experiences with Reading Primary Literature by Undergraduate Life Science Students

First Experiences with Reading Primary Literature by Undergraduate Life Science Students

“Here the Scientists Explain What I Said.” Coordination Practices Elicited During the Enactment of the Results and Discussion Sections of Adapted Primary Literature

Assessing Matriculation College Students’ Metacognitive Awareness Reading Strategies (MARS) in Biology

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