View in EDS

Undergraduates' & Faculty Members' Views on Scientific Reading & Communication in Authentic Inquiry

Saved in:
Bibliographic Details
Title: Undergraduates' & Faculty Members' Views on Scientific Reading & Communication in Authentic Inquiry
Language: English
Authors: Xiang, Lin
Source: American Biology Teacher. Mar 2022 84(3):143-151.
Availability: University of California Press. 2000 Center Street Suite 303, Berkeley, CA 94704. Tel: 510-643-7154; Fax: 510-642-9917; e-mail: customerservice@ucpressjournals.com; Web site: http://www.ucpressjournals.com/journal.php?j=abt
Peer Reviewed: Y
Page Count: 9
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, College Faculty, Student Attitudes, Teacher Attitudes, College Science, Science Education, Science Instruction, Biology, Inquiry, Communication (Thought Transfer), Misconceptions, Introductory Courses
DOI: 10.1525/abt.2022.84.3.143
ISSN: 0002-7685
Abstract: Scientific reading and communication have become key components in postsecondary science education. However, undergraduates have often been found to lack motivation to engage in these tasks. The present study surveyed 2098 undergraduates and 27 biology faculty members to compare their views on the importance and time cost of eight practices in authentic inquiry. Overall, the undergraduates considered scientific reading and communication less important than other inquiry practices (e.g., data analysis), whereas the faculty members ranked reading and writing highly important. The undergraduates who ranked scientific reading and communicative practices important tended to include the purposes and functions of these practices in their explanations. In contrast, the undergraduates who ranked the practices less important expressed multiple misconceptions about the applications of reading and communication, including that they are peripheral research components; they may not affect the inquiry results; they come after experiments; they are less important than other practices; and they are unnecessary. Four inquiry perspectives were identified from the respondents, including collective equality, knowledge generation, chronological order, and time investment. These perspectives significantly impacted undergraduates' rankings on scientific reading and communication practices and six underlying perceptions.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1333367
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1333367
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Undergraduates' & Faculty Members' Views on Scientific Reading & Communication in Authentic Inquiry
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Xiang%2C+Lin%22">Xiang, Lin</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22American+Biology+Teacher%22"><i>American Biology Teacher</i></searchLink>. Mar 2022 84(3):143-151.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: University of California Press. 2000 Center Street Suite 303, Berkeley, CA 94704. Tel: 510-643-7154; Fax: 510-642-9917; e-mail: customerservice@ucpressjournals.com; Web site: http://www.ucpressjournals.com/journal.php?j=abt
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 9
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22College+Science%22">College Science</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+%28Thought+Transfer%29%22">Communication (Thought Transfer)</searchLink><br /><searchLink fieldCode="DE" term="%22Misconceptions%22">Misconceptions</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1525/abt.2022.84.3.143
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0002-7685
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Scientific reading and communication have become key components in postsecondary science education. However, undergraduates have often been found to lack motivation to engage in these tasks. The present study surveyed 2098 undergraduates and 27 biology faculty members to compare their views on the importance and time cost of eight practices in authentic inquiry. Overall, the undergraduates considered scientific reading and communication less important than other inquiry practices (e.g., data analysis), whereas the faculty members ranked reading and writing highly important. The undergraduates who ranked scientific reading and communicative practices important tended to include the purposes and functions of these practices in their explanations. In contrast, the undergraduates who ranked the practices less important expressed multiple misconceptions about the applications of reading and communication, including that they are peripheral research components; they may not affect the inquiry results; they come after experiments; they are less important than other practices; and they are unnecessary. Four inquiry perspectives were identified from the respondents, including collective equality, knowledge generation, chronological order, and time investment. These perspectives significantly impacted undergraduates' rankings on scientific reading and communication practices and six underlying perceptions.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1333367
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1333367
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1525/abt.2022.84.3.143
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 143
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: College Science
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Biology
        Type: general
      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Communication (Thought Transfer)
        Type: general
      – SubjectFull: Misconceptions
        Type: general
      – SubjectFull: Introductory Courses
        Type: general
    Titles:
      – TitleFull: Undergraduates' & Faculty Members' Views on Scientific Reading & Communication in Authentic Inquiry
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Xiang, Lin
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 0002-7685
          Numbering:
            – Type: volume
              Value: 84
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: American Biology Teacher
              Type: main
ResultId 1