Comparing Outdated and Updated Textbook Figures Helps Introduce Undergraduates to Primary Literature

Many of the didactic tools used in the undergraduate classroom, including textbooks, often highlight science as a body of knowledge, presenting learners with a field’s current “up-to-date” understanding of a subject. It is important that students grasp the idea that this body of knowledge is not sta...

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Autores principales:	Verónica A. Segarra, Scott Tanner
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2015
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/feb2490149a4441b9bff10577cea60dc
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spelling	oai:doaj.org-article:feb2490149a4441b9bff10577cea60dc2021-11-15T15:04:05ZComparing Outdated and Updated Textbook Figures Helps Introduce Undergraduates to Primary Literature10.1128/jmbe.v16i1.8921935-78851935-7877https://doaj.org/article/feb2490149a4441b9bff10577cea60dc2015-05-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v16i1.892https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Many of the didactic tools used in the undergraduate classroom, including textbooks, often highlight science as a body of knowledge, presenting learners with a field’s current “up-to-date” understanding of a subject. It is important that students grasp the idea that this body of knowledge is not static, but evolving through a process by which scientists continually test, revise, and build upon that knowledge. Science as a process is best highlighted in the primary scientific literature. In the context of the undergraduate classroom, we have used side-by-side comparison of old and updated textbook figures to introduce 200- and 300-level Genetics students to the field as a dynamic area of scientific inquiry. We also use this exercise as an opportunity to introduce students to relevant primary literature. We find that this is an effective way to transition students from their textbook to primary literature as a source of information.Verónica A. SegarraScott TannerAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 16, Iss 1, Pp 90-92 (2015)
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 Verónica A. Segarra Scott Tanner Comparing Outdated and Updated Textbook Figures Helps Introduce Undergraduates to Primary Literature
description	Many of the didactic tools used in the undergraduate classroom, including textbooks, often highlight science as a body of knowledge, presenting learners with a field’s current “up-to-date” understanding of a subject. It is important that students grasp the idea that this body of knowledge is not static, but evolving through a process by which scientists continually test, revise, and build upon that knowledge. Science as a process is best highlighted in the primary scientific literature. In the context of the undergraduate classroom, we have used side-by-side comparison of old and updated textbook figures to introduce 200- and 300-level Genetics students to the field as a dynamic area of scientific inquiry. We also use this exercise as an opportunity to introduce students to relevant primary literature. We find that this is an effective way to transition students from their textbook to primary literature as a source of information.
format	article
author	Verónica A. Segarra Scott Tanner
author_facet	Verónica A. Segarra Scott Tanner
author_sort	Verónica A. Segarra
title	Comparing Outdated and Updated Textbook Figures Helps Introduce Undergraduates to Primary Literature
title_short	Comparing Outdated and Updated Textbook Figures Helps Introduce Undergraduates to Primary Literature
title_full	Comparing Outdated and Updated Textbook Figures Helps Introduce Undergraduates to Primary Literature
title_fullStr	Comparing Outdated and Updated Textbook Figures Helps Introduce Undergraduates to Primary Literature
title_full_unstemmed	Comparing Outdated and Updated Textbook Figures Helps Introduce Undergraduates to Primary Literature
title_sort	comparing outdated and updated textbook figures helps introduce undergraduates to primary literature
publisher	American Society for Microbiology
publishDate	2015
url	https://doaj.org/article/feb2490149a4441b9bff10577cea60dc
work_keys_str_mv	AT veronicaasegarra comparingoutdatedandupdatedtextbookfigureshelpsintroduceundergraduatestoprimaryliterature AT scotttanner comparingoutdatedandupdatedtextbookfigureshelpsintroduceundergraduatestoprimaryliterature
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Comparing Outdated and Updated Textbook Figures Helps Introduce Undergraduates to Primary Literature

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