Department of Biological Sciences, Florida International University, Miami, Florida, United States of America.
STEM Transformation Institute, Florida International University, Miami, Florida, United States of America.
PLoS Biol. 2019 Jan 9;17(1):e3000103. doi: 10.1371/journal.pbio.3000103. eCollection 2019 Jan.
Annotated primary scientific literature is a teaching and learning resource that provides scaffolding for undergraduate students acculturating to the authentic scientific practice of obtaining and evaluating information through the medium of primary scientific literature. Utilizing annotated primary scientific literature as an integrated pedagogical tool could enable more widespread use of primary scientific literature in undergraduate science classrooms with minimal disruption to existing syllabi. Research is ongoing to determine an optimal implementation protocol, with these preliminary iterations presented here serving as a first look at how students respond to annotated primary scientific literature. The undergraduate biology student participants in our study did not, in general, have an abundance of experience reading primary scientific literature; however, they found the annotations useful, especially for vocabulary and graph interpretation. We present here an implementation protocol for using annotated primary literature in the classroom that minimizes the use of valuable classroom time and requires no additional pedagogical training for instructors.
带注释的原始科学文献是一种教学资源，为本科生提供了支架，帮助他们适应通过原始科学文献获取和评估信息的真实科学实践。将带注释的原始科学文献用作综合教学工具，可以在不影响现有课程大纲的情况下，在本科科学课堂上更广泛地使用原始科学文献。目前正在进行研究以确定最佳实施方案，本研究中的初步迭代结果首次展示了学生对带注释的原始科学文献的反应。我们的研究对象是大学生物学专业的学生，他们普遍没有阅读原始科学文献的丰富经验；然而，他们发现注释很有用，特别是对词汇和图表解释方面。我们在这里提出了一种在课堂上使用带注释的原始文献的实施方案，该方案最大限度地减少了宝贵的课堂时间的使用，并且不需要教师进行额外的教学培训。
