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Annotations Serve as an On Ramp for Introductory Biology Students Learning to Read Primary Scientific Literature

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 b...

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Autores principales: Lee, Sangah, Foster, Cerrone, Zhong, Min, Bruce-Opris, Hannah, Duenas, Mainlyng, Parente, Victoria, Reid, Chaniece, McCartney, Melissa
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Microbiology 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10117142/
https://www.ncbi.nlm.nih.gov/pubmed/37089242
http://dx.doi.org/10.1128/jmbe.00214-22
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author Lee, Sangah
Foster, Cerrone
Zhong, Min
Bruce-Opris, Hannah
Duenas, Mainlyng
Parente, Victoria
Reid, Chaniece
McCartney, Melissa
author_facet Lee, Sangah
Foster, Cerrone
Zhong, Min
Bruce-Opris, Hannah
Duenas, Mainlyng
Parente, Victoria
Reid, Chaniece
McCartney, Melissa
author_sort Lee, Sangah
collection PubMed
description 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.
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spelling pubmed-101171422023-04-21 Annotations Serve as an On Ramp for Introductory Biology Students Learning to Read Primary Scientific Literature Lee, Sangah Foster, Cerrone Zhong, Min Bruce-Opris, Hannah Duenas, Mainlyng Parente, Victoria Reid, Chaniece McCartney, Melissa J Microbiol Biol Educ Research Article 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. American Society for Microbiology 2023-03-13 /pmc/articles/PMC10117142/ /pubmed/37089242 http://dx.doi.org/10.1128/jmbe.00214-22 Text en Copyright © 2023 Lee et al. https://creativecommons.org/licenses/by-nc-nd/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/) .
spellingShingle Research Article
Lee, Sangah
Foster, Cerrone
Zhong, Min
Bruce-Opris, Hannah
Duenas, Mainlyng
Parente, Victoria
Reid, Chaniece
McCartney, Melissa
Annotations Serve as an On Ramp for Introductory Biology Students Learning to Read Primary Scientific Literature
title Annotations Serve as an On Ramp for Introductory Biology Students Learning to Read Primary Scientific Literature
title_full Annotations Serve as an On Ramp for Introductory Biology Students Learning to Read Primary Scientific Literature
title_fullStr Annotations Serve as an On Ramp for Introductory Biology Students Learning to Read Primary Scientific Literature
title_full_unstemmed Annotations Serve as an On Ramp for Introductory Biology Students Learning to Read Primary Scientific Literature
title_short Annotations Serve as an On Ramp for Introductory Biology Students Learning to Read Primary Scientific Literature
title_sort annotations serve as an on ramp for introductory biology students learning to read primary scientific literature
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10117142/
https://www.ncbi.nlm.nih.gov/pubmed/37089242
http://dx.doi.org/10.1128/jmbe.00214-22
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