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November 21, 2022Journal of Microbiology and Biology EducationOpen Access

From Novice To Expert: An Assessment To Measure Strategies Students Implement While Learning To Read Primary Scientific Literature

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Authors

SLSangah LeeMZMin ZhongCFCerrone R. Foster

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Overview

Validation study demonstrates an assessment tool differentiates scientific literature reading strategies in undergraduates, indicating passive reading fails to build expert-level comprehension.

Key Points

  • To develop and validate a quantitative assessment instrument for evaluating how undergraduate students acquire expert reading strategies when engaging with primary scientific literature.
  • Converted known novice and expert literature-reading behaviors into a quantitative survey instrument named the PSL Reading Strategies Assessment.
  • Evaluated the structural validity and consistency of the instrument using factor analysis and reliability measures across undergraduate cohorts.
  • The PSL Reading Strategies Assessment demonstrated sufficient sensitivity to detect differences in reading strategy adoption across distinct undergraduate student groups.
  • Passive reading practices, such as viewing a PDF without instructional intervention, showed negligible impact on developing expert-like primary scientific literature reading strategies.

Cite This Study

Lee et al. (2022) studied this question.

synapsesocial.com/papers/6a72b5d98031ec7bb1dd73abhttps://doi.org/10.1128/jmbe.00126-22
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