Improving Scientific Research and Writing Skills through Peer Review and Empirical Group Learning

Here we describe a semester-long, multipart activity called “Read and wRite to reveal the Research process” (R3) that was designed to teach students the elements of a scientific research paper. We implemented R3 in an advanced immunology course. In R3, we paralleled the activities of reading, discus...

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Autores principales:	Emilee Senkevitch, Ann C. Smith, Gili Marbach-Ad, Wenxia Song
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2011
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/f439dbcf3807433ab522a32fdac153ed
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spelling	oai:doaj.org-article:f439dbcf3807433ab522a32fdac153ed2021-11-15T15:03:24ZImproving Scientific Research and Writing Skills through Peer Review and Empirical Group Learning10.1128/jmbe.v12i2.3191935-78851935-7877https://doaj.org/article/f439dbcf3807433ab522a32fdac153ed2011-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v12i2.319https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Here we describe a semester-long, multipart activity called “Read and wRite to reveal the Research process” (R3) that was designed to teach students the elements of a scientific research paper. We implemented R3 in an advanced immunology course. In R3, we paralleled the activities of reading, discussion, and presentation of relevant immunology work from primary research papers with student writing, discussion, and presentation of their own lab findings. We used reading, discussing, and writing activities to introduce students to the rationale for basic components of a scientific research paper, the method of composing a scientific paper, and the applications of course content to scientific research. As a final part of R3, students worked collaboratively to construct a Group Research Paper that reported on a hypothesis-driven research project, followed by a peer review activity that mimicked the last stage of the scientific publishing process. Assessment of student learning revealed a statistically significant gain in student performance on writing in the style of a research paper from the start of the semester to the end of the semester.Emilee SenkevitchAnn C. SmithGili Marbach-AdWenxia SongAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 12, Iss 2, Pp 157-165 (2011)
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 Emilee Senkevitch Ann C. Smith Gili Marbach-Ad Wenxia Song Improving Scientific Research and Writing Skills through Peer Review and Empirical Group Learning
description	Here we describe a semester-long, multipart activity called “Read and wRite to reveal the Research process” (R3) that was designed to teach students the elements of a scientific research paper. We implemented R3 in an advanced immunology course. In R3, we paralleled the activities of reading, discussion, and presentation of relevant immunology work from primary research papers with student writing, discussion, and presentation of their own lab findings. We used reading, discussing, and writing activities to introduce students to the rationale for basic components of a scientific research paper, the method of composing a scientific paper, and the applications of course content to scientific research. As a final part of R3, students worked collaboratively to construct a Group Research Paper that reported on a hypothesis-driven research project, followed by a peer review activity that mimicked the last stage of the scientific publishing process. Assessment of student learning revealed a statistically significant gain in student performance on writing in the style of a research paper from the start of the semester to the end of the semester.
format	article
author	Emilee Senkevitch Ann C. Smith Gili Marbach-Ad Wenxia Song
author_facet	Emilee Senkevitch Ann C. Smith Gili Marbach-Ad Wenxia Song
author_sort	Emilee Senkevitch
title	Improving Scientific Research and Writing Skills through Peer Review and Empirical Group Learning
title_short	Improving Scientific Research and Writing Skills through Peer Review and Empirical Group Learning
title_full	Improving Scientific Research and Writing Skills through Peer Review and Empirical Group Learning
title_fullStr	Improving Scientific Research and Writing Skills through Peer Review and Empirical Group Learning
title_full_unstemmed	Improving Scientific Research and Writing Skills through Peer Review and Empirical Group Learning
title_sort	improving scientific research and writing skills through peer review and empirical group learning
publisher	American Society for Microbiology
publishDate	2011
url	https://doaj.org/article/f439dbcf3807433ab522a32fdac153ed
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Improving Scientific Research and Writing Skills through Peer Review and Empirical Group Learning

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