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From Novice to Expert: An Assessment to Measure Strategies Students Implement While Learning to Read Primary Scientific Literature

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Title: From Novice to Expert: An Assessment to Measure Strategies Students Implement While Learning to Read Primary Scientific Literature
Language: English
Authors: Lee, Sangah, Zhong, Min, Foster, Cerrone, Segura-Totten, Miriam (ORCID 0000-0003-1520-0649), McCartney, Melissa
Source: Journal of Microbiology & Biology Education. 2022 23(3).
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: 8
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Reading Strategies, Measures (Individuals), Primary Sources, Scientific Research, Undergraduate Students, Learner Engagement, Scientific Literacy, Factor Analysis, Test Reliability
ISSN: 1935-7877
1935-7885
Abstract: Primary Scientific Literature (PSL) has been used in undergraduate classrooms as a way to engage students with the research process and to increase science literacy. Most curricula lack any formal training for undergraduates to critically read PSL even though most undergraduate science courses require students to engage with PSL at some level. In addition, there are limited studies exploring the process by which expertise in reading PSL develops in undergraduates. In this study, we adapted behaviors that expert and novice PSL readers exhibit into a quantitative assessment tool, the PSL Reading Strategies Assessment, to evaluate undergraduates' development of reading strategies when learning to read PSL. Factor analysis and reliability measures were implemented to determine the structure of our assessment tool. Our results show the PSL Reading Strategies Assessment is sensitive enough to measure differences among student populations, suggesting that it can be used as a diagnostic tool to guide instructors and researchers as they change curricula, implement new teaching strategies, and strive to develop students' science literacy. Moreover, our data show that developing expert-like reading strategies in students learning to read PSL is not easy. Simply reading a PDF does little to promote the development of reading strategies in students learning to read PSL.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1400137
Database: ERIC
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  Data: From Novice to Expert: An Assessment to Measure Strategies Students Implement While Learning to Read Primary Scientific Literature
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  Data: <searchLink fieldCode="AR" term="%22Lee%2C+Sangah%22">Lee, Sangah</searchLink><br /><searchLink fieldCode="AR" term="%22Zhong%2C+Min%22">Zhong, Min</searchLink><br /><searchLink fieldCode="AR" term="%22Foster%2C+Cerrone%22">Foster, Cerrone</searchLink><br /><searchLink fieldCode="AR" term="%22Segura-Totten%2C+Miriam%22">Segura-Totten, Miriam</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1520-0649">0000-0003-1520-0649</externalLink>)<br /><searchLink fieldCode="AR" term="%22McCartney%2C+Melissa%22">McCartney, Melissa</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Microbiology+%26+Biology+Education%22"><i>Journal of Microbiology & Biology Education</i></searchLink>. 2022 23(3).
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  Data: 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
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  Data: 8
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  Data: <searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+Sources%22">Primary Sources</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Research%22">Scientific Research</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Literacy%22">Scientific Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+Analysis%22">Factor Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink>
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  Data: Primary Scientific Literature (PSL) has been used in undergraduate classrooms as a way to engage students with the research process and to increase science literacy. Most curricula lack any formal training for undergraduates to critically read PSL even though most undergraduate science courses require students to engage with PSL at some level. In addition, there are limited studies exploring the process by which expertise in reading PSL develops in undergraduates. In this study, we adapted behaviors that expert and novice PSL readers exhibit into a quantitative assessment tool, the PSL Reading Strategies Assessment, to evaluate undergraduates' development of reading strategies when learning to read PSL. Factor analysis and reliability measures were implemented to determine the structure of our assessment tool. Our results show the PSL Reading Strategies Assessment is sensitive enough to measure differences among student populations, suggesting that it can be used as a diagnostic tool to guide instructors and researchers as they change curricula, implement new teaching strategies, and strive to develop students' science literacy. Moreover, our data show that developing expert-like reading strategies in students learning to read PSL is not easy. Simply reading a PDF does little to promote the development of reading strategies in students learning to read PSL.
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  Data: 2023
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  Data: EJ1400137
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      – Text: English
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        PageCount: 8
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      – SubjectFull: Reading Strategies
        Type: general
      – SubjectFull: Measures (Individuals)
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      – SubjectFull: Primary Sources
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      – SubjectFull: Scientific Literacy
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      – SubjectFull: Factor Analysis
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      – SubjectFull: Test Reliability
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      – TitleFull: From Novice to Expert: An Assessment to Measure Strategies Students Implement While Learning to Read Primary Scientific Literature
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