Abstract
The ability to read, understand, and interpret primary scientific literature is an essential skill for undergraduate students in science. This study aimed to provide a detailed understanding of how second- and third-year undergraduate students in a biochemistry and molecular biology major at the University of Melbourne in Australia feel about reading research articles and how often they are expected to do so. Teachers ’ expectations of the students ’ use of literature in their assessment tasks were compared with the experiences of students with their reading of the literature. There was a clear increase in the confidence and reported skills of third-year students, as well as an increase in the importance they see in reading the literature, compared with the second-year students. This increase was matched by much higher teacher expectations that students would read the literature for their assessment tasks. This expectation can be seen in the shift from a low proportion of relatively low-level literature “understand” interactions on Bloom ’s revised taxonomy to a larger proportion of marks for higher-level “analyze.” A more guided approach with second- year students would be beneficial.
Additional information
Notes on contributors
Yi Hou
Yi Hou ([email protected]) is currently a doctoral student in the Faculty of Education at Monash University in Melbourne, Australia.
Heather Verkade
Heather Verkade ([email protected]) is an associate professor in biomedical education in the Department of Biochemisry and Pharmacology, School of Biomedical Sciences, Faculty of Medicine Dentistry and Health Sciences
Jan van Driel
Jan van Driel ([email protected]) is a professor in science education, Melbourne Graduate School of Education, Faculty of Education, both at the University of Melbourne in Australia.