生物学研究生参与初级科学文献批判和讨论的方式。

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Cbe-Life Sciences Education Pub Date : 2023-12-01 DOI:10.1187/cbe.22-11-0218
G B Jablonski, A S Grinath
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引用次数: 0

摘要

科学是通过观念建构和观念批判的相互作用而进步的。我们的目标是描述在初级文献讨论中出现的各种形式的富有成效的学科参与。这样的描述对于生物学教育工作者和研究人员设计和认可参与初级科学文献批判和讨论的不同剧目是必要的。我们确定了三个案例(低年级生态学课程、高年级有机课程和暑期研究项目中的期刊俱乐部),每个案例都是通过每周的初级文献讨论设计的。我们分析了12个讨论(每个案例中有4个),以描述中学后学生在评论时所关注的内容,以及学生阅读和讨论初级科学文献时产生的参与形式。学生在所有三种情况下都参与了批评,批评的实质和框架模式反映了上下文的水平(下分或上分)。学生们还以与每种情况下的科学课堂社区相关的方式塑造了他们的参与方式。我们的研究结果表明,以提升和连接学生的能动性和个人相关性的方式构建初级文献讨论,对于在科学课堂社区中培养各种形式的富有成效的学科参与非常重要。
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Postsecondary biology students' ways of participating in the critique and discussion of primary scientific literature.

Science advances through the interplay of idea construction and idea critique. Our goal was to describe varied forms of productive disciplinary engagement that emerged during primary literature discussions. Such descriptions are necessary for biology educators and researchers to design for and recognize diverse repertoires of participation in the critique and discussion of primary scientific literature. We identified three cases (a lower-division ecology course, an upper-division organismal course, and a journal club embedded in a summer research program) that were each designed with weekly primary literature discussions. We analyzed 12 discussions (four from each case) to describe what postsecondary students attend to when they critique and what forms of participation emerged from students reading and discussing primary scientific literature. Students participated in critique in all three cases and patterns in the substance and framing of critiques reflected the level of the context (lower- or upper-division). Students also shaped how they participated in ways that were relevant to the science classroom communities in each case. Our findings suggest that structuring primary literature discussions in ways that both elevate and connect students' agency and personal relevance is important for fostering varied forms of productive disciplinary engagement within a science classroom community.

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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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