Using Primary Literature to Teach Science Literacy to Introductory Biology Students

Undergraduate students struggle to read the scientific literature and educators have suggested that this may reflect deficiencies in their science literacy skills. In this two-year study we develop and test a strategy for using the scientific literature to teach science literacy skills to novice lif...

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Autor principal:	Johanna Krontiris-Litowitz
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2013
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/c084d69c18334aacb2e6599184a5513b
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spelling	oai:doaj.org-article:c084d69c18334aacb2e6599184a5513b2021-11-15T15:03:50ZUsing Primary Literature to Teach Science Literacy to Introductory Biology Students10.1128/jmbe.v14i1.5381935-78851935-7877https://doaj.org/article/c084d69c18334aacb2e6599184a5513b2013-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v14i1.538https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Undergraduate students struggle to read the scientific literature and educators have suggested that this may reflect deficiencies in their science literacy skills. In this two-year study we develop and test a strategy for using the scientific literature to teach science literacy skills to novice life science majors. The first year of the project served as a preliminary investigation in which we evaluated student science literacy skills, created a set of science literacy learning objectives aligned with Bloom’s taxonomy, and developed a set of homework assignments that used peer-reviewed articles to teach science literacy. In the second year of the project the effectiveness of the assignments and the learning objectives were evaluated. Summative student learning was evaluated in the second year on a final exam. The mean score was 83.5% (±20.3%) and there were significant learning gains (p < 0.05) in seven of nine of science literacy skills. Project data indicated that even though students achieved course-targeted lower-order science literacy objectives, many were deficient in higher-order literacy skills. Results of this project suggest that building scientific literacy is a continuing process which begins in first-year science courses with a set of fundamental skills that can serve the progressive development of literacy skills throughout the undergraduate curriculum.Johanna Krontiris-LitowitzAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 14, Iss 1, Pp 66-77 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Johanna Krontiris-Litowitz Using Primary Literature to Teach Science Literacy to Introductory Biology Students
description	Undergraduate students struggle to read the scientific literature and educators have suggested that this may reflect deficiencies in their science literacy skills. In this two-year study we develop and test a strategy for using the scientific literature to teach science literacy skills to novice life science majors. The first year of the project served as a preliminary investigation in which we evaluated student science literacy skills, created a set of science literacy learning objectives aligned with Bloom’s taxonomy, and developed a set of homework assignments that used peer-reviewed articles to teach science literacy. In the second year of the project the effectiveness of the assignments and the learning objectives were evaluated. Summative student learning was evaluated in the second year on a final exam. The mean score was 83.5% (±20.3%) and there were significant learning gains (p < 0.05) in seven of nine of science literacy skills. Project data indicated that even though students achieved course-targeted lower-order science literacy objectives, many were deficient in higher-order literacy skills. Results of this project suggest that building scientific literacy is a continuing process which begins in first-year science courses with a set of fundamental skills that can serve the progressive development of literacy skills throughout the undergraduate curriculum.
format	article
author	Johanna Krontiris-Litowitz
author_facet	Johanna Krontiris-Litowitz
author_sort	Johanna Krontiris-Litowitz
title	Using Primary Literature to Teach Science Literacy to Introductory Biology Students
title_short	Using Primary Literature to Teach Science Literacy to Introductory Biology Students
title_full	Using Primary Literature to Teach Science Literacy to Introductory Biology Students
title_fullStr	Using Primary Literature to Teach Science Literacy to Introductory Biology Students
title_full_unstemmed	Using Primary Literature to Teach Science Literacy to Introductory Biology Students
title_sort	using primary literature to teach science literacy to introductory biology students
publisher	American Society for Microbiology
publishDate	2013
url	https://doaj.org/article/c084d69c18334aacb2e6599184a5513b
work_keys_str_mv	AT johannakrontirislitowitz usingprimaryliteraturetoteachscienceliteracytointroductorybiologystudents
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Using Primary Literature to Teach Science Literacy to Introductory Biology Students

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