Expert-Novice Comparison Reveals Pedagogical Implications for Students' Analysis of Primary Literature.

ABSTRACT: Student engagement in the analysis of primary scientific literature increases critical thinking, scientific literacy, data evaluation, and science process skills. However, little is known about the process by which expertise in reading scientific articles develops. For this reason, we decided to compare how faculty experts and student novices engage with a research article. We performed think-aloud interviews of biology faculty and undergraduates as they read through a scientific article. We analyzed these interviews using qualitative methods. We grounded data interpretation in cognitive load theory and the ICAP (interactive, constructive, active, and passive) framework. Our results revealed that faculty have more complex schemas than students and that they reduce cognitive load through tw

SUBMITTER: Nelms AA 

PROVIDER: S-EPMC6829068 | biostudies-literature | 2019 Dec

REPOSITORIES: biostudies-literature