Reading Science: A Mixed-Methods Study of Alternative Grading with a Molecular Biology Journal Club
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| Title: | Reading Science: A Mixed-Methods Study of Alternative Grading with a Molecular Biology Journal Club |
|---|---|
| Language: | English |
| Authors: | Ashley Russell (ORCID |
| Source: | Biochemistry and Molecular Biology Education. 2025 53(3):297-304. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Reading Research, Reading Skills, Reading Comprehension, Scientific Research, Scientific and Technical Information, STEM Education, Reader Text Relationship, Alternative Assessment, Grading, Reading Assignments, Molecular Biology, Journal Articles, Gender Differences |
| DOI: | 10.1002/bmb.21890 |
| ISSN: | 1470-8175 1539-3429 |
| Abstract: | Researchers and practitioners have identified the ability to read scientific literature effectively as a core competency in undergraduate STEM education, but comparatively little research has been conducted on how students engage, both cognitively and affectively, with advanced scientific research. This mixed-methods study assesses the process through which students engaged with a series of scaffolded, alternatively graded assignments focused on reading Molecular Biology research articles (the "journal club"). The results of the study suggest that alternative grading can be implemented strategically to address affective barriers in how and why students read science, with potential implications for addressing gender inequities. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1471700 |
| Database: | ERIC |
| Abstract: | Researchers and practitioners have identified the ability to read scientific literature effectively as a core competency in undergraduate STEM education, but comparatively little research has been conducted on how students engage, both cognitively and affectively, with advanced scientific research. This mixed-methods study assesses the process through which students engaged with a series of scaffolded, alternatively graded assignments focused on reading Molecular Biology research articles (the "journal club"). The results of the study suggest that alternative grading can be implemented strategically to address affective barriers in how and why students read science, with potential implications for addressing gender inequities. |
|---|---|
| ISSN: | 1470-8175 1539-3429 |
| DOI: | 10.1002/bmb.21890 |
