Perceived Challenges in Primary Literature in a Master's Class: Effects of Experience and Instruction

Autor/inn/en	Lie, Richard; Abdullah, Christopher; He, Wenliang; Tour, Ella
Titel	Perceived Challenges in Primary Literature in a Master's Class: Effects of Experience and Instruction
Quelle	In: CBE - Life Sciences Education, 15 (2016) 4, Artikel 77 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.15-09-0198
Schlagwörter	Science Instruction; Teaching Methods; Thinking Skills; Scientists; Graduate Students; Masters Programs; Scientific Research; Data Analysis; Student Attitudes; Cognitive Ability; Critical Thinking; Instructional Design; Critical Reading; Research Reports; Online Surveys; Student Surveys; Course Descriptions; Biology; Difficulty Level; California + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Scientist; Wissenschaftler; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Auswertung; Schülerverhalten; Kritisches Denken; Lesson concept; Lessonplan; Unterrichtsentwurf; Kritisches Lesen; Research report; Forschungsbericht; Schülerbefragung; Kursstrukturplan; Biologie; Schwierigkeitsgrad; Kalifornien
Abstract	Primary literature offers rich opportunities to teach students how to "think like a scientist," but the challenges students face when they attempt to read research articles are not well understood. Here, we present an analysis of what master's students perceive as the most challenging aspects of engaging with primary literature. We examined 69 pairs of pre- and postcourse responses from students enrolled in a master's-level course that offered a structured analysis of primary literature. On the basis of these responses, we identified six categories of challenges. Before instruction, "techniques" and "experimental data" were the most frequently identified categories of challenges. The majority of difficulties students perceived in the primary literature corresponded to Bloom's lower-order cognitive skills. After instruction, "conclusions" were identified as the most difficult aspect of primary literature, and the frequency of challenges that corresponded to higher-order cognitive skills increased significantly among students who reported less experience with primary literature. These changes are consistent with a more competent perception of the primary literature, in which these students increasingly focus on challenges requiring critical thinking. Students' difficulties identified here can inform the design of instructional approaches aimed to teach students how to critically read scientific papers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01