Annotations Serve as an on Ramp for Introductory Biology Students Learning to Read Primary Scientific Literature
Saved in:
| Title: | Annotations Serve as an on Ramp for Introductory Biology Students Learning to Read Primary Scientific Literature |
|---|---|
| Language: | English |
| Authors: | Lee, Sangah, Foster, Cerrone, Zhong, Min, Bruce-Opris, Hannah, Duenas, Mainlyng, Parente, Victoria, Reid, Chaniece, McCartney, Melissa |
| Source: | Journal of Microbiology & Biology Education. 2023 24(1). |
| Availability: | American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Documentation, Biology, Primary Sources, Scientific Literacy, Science Education, College Freshmen, Undergraduate Students, Reading Strategies, STEM Education |
| ISSN: | 1935-7877 1935-7885 |
| Abstract: | Learning to read primary scientific literature (PSL) is an important part of developing scientific literacy skills. First-year students entering college often have little previous exposure to PSL and therefore face initial barriers in learning how to engage with PSL. Annotations have been shown to be a useful tool in undergraduate education and have potential for guiding students in developing higher-level reading strategies. In this study, we collected both qualitative and quantitative data to test the hypothesis of whether annotated PSL aids in the development of reading strategies for novice students learning to read PSL. Our qualitative results showed that annotations help students (i) break down PSL into manageable pieces, (ii) summarize the text, (iii) identify key information, and (iv) distinguish between different sections of PSL. Quantitatively, we saw no significant influence of annotations on the development of reading strategies for students learning to read PSL. Overall, our study provides a window into better understanding of specific strategies that students employ in reading PSL. Collectively, we suggest incorporating annotated PSL with some scaffolding social activities as an effective strategy to bring novice readers up the on-ramp of scientific literacy. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1397461 |
| Database: | ERIC |
| Abstract: | Learning to read primary scientific literature (PSL) is an important part of developing scientific literacy skills. First-year students entering college often have little previous exposure to PSL and therefore face initial barriers in learning how to engage with PSL. Annotations have been shown to be a useful tool in undergraduate education and have potential for guiding students in developing higher-level reading strategies. In this study, we collected both qualitative and quantitative data to test the hypothesis of whether annotated PSL aids in the development of reading strategies for novice students learning to read PSL. Our qualitative results showed that annotations help students (i) break down PSL into manageable pieces, (ii) summarize the text, (iii) identify key information, and (iv) distinguish between different sections of PSL. Quantitatively, we saw no significant influence of annotations on the development of reading strategies for students learning to read PSL. Overall, our study provides a window into better understanding of specific strategies that students employ in reading PSL. Collectively, we suggest incorporating annotated PSL with some scaffolding social activities as an effective strategy to bring novice readers up the on-ramp of scientific literacy. |
|---|---|
| ISSN: | 1935-7877 1935-7885 |
