Department of Biological Sciences, Idaho State University, Pocatello, ID 83209.
CBE Life Sci Educ. 2023 Dec;22(4):ar47. doi: 10.1187/cbe.22-11-0218.
Science advances through the interplay of idea construction and idea critique. Our goal was to describe varied forms of productive disciplinary engagement that emerged during primary literature discussions. Such descriptions are necessary for biology educators and researchers to design for and recognize diverse repertoires of participation in the critique and discussion of primary scientific literature. We identified three cases (a lower-division ecology course, an upper-division organismal course, and a journal club embedded in a summer research program) that were each designed with weekly primary literature discussions. We analyzed 12 discussions (four from each case) to describe what postsecondary students attend to when they critique and what forms of participation emerged from students reading and discussing primary scientific literature. Students participated in critique in all three cases and patterns in the substance and framing of critiques reflected the level of the context (lower- or upper-division). Students also shaped how they participated in ways that were relevant to the science classroom communities in each case. Our findings suggest that structuring primary literature discussions in ways that both elevate and connect students' agency and personal relevance is important for fostering varied forms of productive disciplinary engagement within a science classroom community.
科学是通过思想构建和思想批判的相互作用而进步的。我们的目标是描述主要文献讨论中出现的各种形式的富有成效的学科参与。对于生物学教育工作者和研究人员来说，这样的描述是必要的，以便在主要科学文献的批判和讨论中设计和识别多样化的参与模式。我们确定了三个案例（一个低年级生态学课程、一个高年级生物课程和一个嵌入暑期研究计划的期刊俱乐部），每个案例都设计了每周的主要文献讨论。我们分析了 12 次讨论（每个案例 4 次），以描述学生在批判时关注什么，以及学生阅读和讨论主要科学文献时出现了哪些参与形式。在所有三个案例中，学生都参与了批判，批判的内容和框架模式反映了背景的层次（低年级或高年级）。学生还以与每个案例中的科学课堂社区相关的方式塑造了他们的参与方式。我们的研究结果表明，以既能提高又能联系学生的能动性和个人相关性的方式来组织主要文献讨论，对于在科学课堂社区中培养多样化的富有成效的学科参与形式是很重要的。
