Facilitating Learning of the Peer-Review Process through a Student-Led Undergraduate Journal
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| Title: | Facilitating Learning of the Peer-Review Process through a Student-Led Undergraduate Journal |
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| Language: | English |
| Authors: | Celina Antony, Nevart Terzian, Mark Lee, Alessia Greco, Margaret Secord, Michael Wong |
| Source: | International Journal for Students as Partners. 2025 9(1):261-272. |
| Availability: | McMaster University Library Press. McMaster University Library, 1280 Main Street West, Hamilton, ON L8S $L6 Canada. e-mail: scom@mcmaster.ca; Web site: https://mulpress.mcmaster.ca/ijsap |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Peer Evaluation, Periodicals, Critical Thinking, Information Literacy, Cooperation, Science Process Skills, Student Research, Scientific Research, Science Education |
| Abstract: | Conventionally, undergraduate science students engage in learning through didactic methods. This can present science as an indisputable collection of knowledge, rather than an ongoing process of discovery. By increasing students' exposure to scientific processes, undergraduate science programs can enable students to understand the complexities of navigating scientific knowledge with a critical mindset. To facilitate this process, we implemented a student-led undergraduate peer-reviewed journal, "The Child Health Interdisciplinary Literature & Discovery Journal", in the Child Health Specialization of McMaster University's Honours Health Sciences (BHSc) Program. This case study discusses the development and implementation of this student-led journal within an inquiry-based learning curriculum. We aim to promote an understanding of curricular cocreation as a mechanism for enhancing student learning of scientific processes and the development of critical thinking, information literacy, and collaboration skills. We seek to inspire innovative teaching and learning strategies in higher education wherein students are active partners in the learning process. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1476839 |
| Database: | ERIC |
| Abstract: | Conventionally, undergraduate science students engage in learning through didactic methods. This can present science as an indisputable collection of knowledge, rather than an ongoing process of discovery. By increasing students' exposure to scientific processes, undergraduate science programs can enable students to understand the complexities of navigating scientific knowledge with a critical mindset. To facilitate this process, we implemented a student-led undergraduate peer-reviewed journal, "The Child Health Interdisciplinary Literature & Discovery Journal", in the Child Health Specialization of McMaster University's Honours Health Sciences (BHSc) Program. This case study discusses the development and implementation of this student-led journal within an inquiry-based learning curriculum. We aim to promote an understanding of curricular cocreation as a mechanism for enhancing student learning of scientific processes and the development of critical thinking, information literacy, and collaboration skills. We seek to inspire innovative teaching and learning strategies in higher education wherein students are active partners in the learning process. |
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