Annotated primary scientific literature: A pedagogical tool for undergraduate courses
Annotated primary scientific literature: A pedagogical tool for undergraduate courses
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DOI：
10.1371/journal.pbio.3000103
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发表时间：
2019-01-01
期刊：
影响因子：
9.8
通讯作者：
McCartney, Melissa
中科院分区：
文献类型：
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作者：
Kararo, Matthew;McCartney, Melissa
带注释的初级科学文献是一种教学资源，为本科生提供支架，帮助他们适应通过初级科学文献媒介获取和评估信息的真实科学实践。利用带注释的初级科学文献作为综合教学工具可以使初级科学文献在本科生科学课堂中得到更广泛的使用，同时对现有教学大纲的干扰最小化。正在进行研究以确定最佳实施方案，此处介绍的这些初步迭代可作为学生对带注释的主要科学文献的反应的初步观察。参与我们研究的生物学本科生一般来说没有丰富的阅读原始科学文献的经验；然而，他们发现注释很有用，特别是对于词汇和图形解释。我们在这里提出一个在课堂上使用带注释的原始文献的实施协议，最大限度地减少宝贵的课堂时间的使用，并且不需要对教师进行额外的教学培训。
Annotated primary scientific literature is a teaching and learning resource that provides scaffolding for undergraduate students acculturating to the authentic scientific practice of obtaining and evaluating information through the medium of primary scientific literature. Utilizing annotated primary scientific literature as an integrated pedagogical tool could enable more widespread use of primary scientific literature in undergraduate science classrooms with minimal disruption to existing syllabi. Research is ongoing to determine an optimal implementation protocol, with these preliminary iterations presented here serving as a first look at how students respond to annotated primary scientific literature. The undergraduate biology student participants in our study did not, in general, have an abundance of experience reading primary scientific literature; however, they found the annotations useful, especially for vocabulary and graph interpretation. We present here an implementation protocol for using annotated primary literature in the classroom that minimizes the use of valuable classroom time and requires no additional pedagogical training for instructors.