It’s harder than it looks: How students identify original research articles in an undergraduate biology course

Q3 Social Sciences

Public Services Quarterly Pub Date : 2023-01-02 DOI:10.1080/15228959.2022.2116377

A. Russo, Amy Jankowski

引用次数: 0

Abstract

Abstract Biology students must develop a foundational understanding about the role information plays in the scientific research process. Key to this is understanding that original research articles are the primary method of communicating findings from original scientific research. We analyzed data from an information literacy tutorial and worksheet integrated in a core undergraduate biology course to investigate how students identify original research articles. Our results suggest that students conceptually comprehend original research, but they need practice at identifying original research articles in real time and benefit from librarian feedback when they are actively searching for and selecting articles.

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这比它看起来要难:学生如何在本科生物学课程中识别原创研究文章

生物学专业的学生必须对信息在科学研究过程中所起的作用有一个基本的认识。要做到这一点，关键是要理解原创研究论文是传播原创科学研究成果的主要方法。我们分析了整合在核心本科生物学课程中的信息素养教程和工作表的数据，以调查学生如何识别原创研究文章。我们的研究结果表明，学生在概念上理解了原创研究，但他们需要练习实时识别原创研究文章，并在积极搜索和选择文章时从图书管理员的反馈中受益。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Public Services Quarterly Social Sciences-Library and Information Sciences

CiteScore

0.90

自引率

0.00%

发文量

期刊介绍： Public Services Quarterly covers a broad spectrum of public service issues in academic libraries, presenting practical strategies for implementing new initiatives and research-based insights into effective practices. The journal publishes research-based and theoretical articles as well as case studies that advance the understanding of public services, including reference and research assistance, information literacy instruction, access and delivery services, and other services to patrons. Articles may examine creative ways to use technology to assist students and faculty. Practice-based articles should be thoroughly grounded in the literature and should situate the work done in one library into the larger context of the situation.