View in EDS HTML Full Text

Writing with Research: Understanding How Students Perceive Sources in the Sciences.

Saved in:
Bibliographic Details
Title: Writing with Research: Understanding How Students Perceive Sources in the Sciences.
Authors: Klucevsek, Kristin M.1 klucevsekk@duq.edu
Source: Across the Disciplines. 2022, Vol. 19 Issue 1/2, p78-98. 21p. 2 Color Photographs, 1 Diagram, 3 Charts, 4 Graphs.
Subject Terms: *Information literacy, *STEM education, *Science students, *Students, Scientific literacy, Scientific models
Abstract: Students in the sciences learn to engage with primary research articles as a fundamental part of their discipline, essential to both writing and research. These sources are difficult to navigate, leading students to use (and misuse) these sources in a variety of complex ways. As instructors and researchers, we are aware of these challenges, but less aware of why they happen. Here, I analyze surveys, student papers and reflections to understand how students perceive primary research articles across science majors at one institution, as well as their challenges in citing these sources. Together, these results suggest that students gradually develop an understanding of a primary source as a model of the scientific process. To teach source use in the sciences and develop thresholds concepts, there must be an iterative approach that combines instruction and research from writing, STEM education, and information literacy. [ABSTRACT FROM AUTHOR]
Copyright of Across the Disciplines is the property of WAC Clearinghouse and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 160875765
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Writing with Research: Understanding How Students Perceive Sources in the Sciences.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Klucevsek%2C+Kristin+M%2E%22">Klucevsek, Kristin M.</searchLink><relatesTo>1</relatesTo><i> klucevsekk@duq.edu</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Across+the+Disciplines%22">Across the Disciplines</searchLink>. 2022, Vol. 19 Issue 1/2, p78-98. 21p. 2 Color Photographs, 1 Diagram, 3 Charts, 4 Graphs.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Information+literacy%22">Information literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+students%22">Science students</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+literacy%22">Scientific literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+models%22">Scientific models</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Students in the sciences learn to engage with primary research articles as a fundamental part of their discipline, essential to both writing and research. These sources are difficult to navigate, leading students to use (and misuse) these sources in a variety of complex ways. As instructors and researchers, we are aware of these challenges, but less aware of why they happen. Here, I analyze surveys, student papers and reflections to understand how students perceive primary research articles across science majors at one institution, as well as their challenges in citing these sources. Together, these results suggest that students gradually develop an understanding of a primary source as a model of the scientific process. To teach source use in the sciences and develop thresholds concepts, there must be an iterative approach that combines instruction and research from writing, STEM education, and information literacy. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Across the Disciplines is the property of WAC Clearinghouse and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=160875765
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.37514/ATD-J.2022.19.1-2.06
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 78
    Subjects:
      – SubjectFull: Information literacy
        Type: general
      – SubjectFull: STEM education
        Type: general
      – SubjectFull: Science students
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: Scientific literacy
        Type: general
      – SubjectFull: Scientific models
        Type: general
    Titles:
      – TitleFull: Writing with Research: Understanding How Students Perceive Sources in the Sciences.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Klucevsek, Kristin M.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Text: 2022
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 15548244
          Numbering:
            – Type: volume
              Value: 19
            – Type: issue
              Value: 1/2
          Titles:
            – TitleFull: Across the Disciplines
              Type: main
ResultId 1