scholarly journals Critical Analysis of Primary Literature in a Master’s-Level Class: Effects on Self-Efficacy and Science-Process Skills

2015 ◽  
Vol 14 (3) ◽  
pp. ar34 ◽  
Author(s):  
Christopher Abdullah ◽  
Julian Parris ◽  
Richard Lie ◽  
Amy Guzdar ◽  
Ella Tour
Keyword(s):  
Self Efficacy ◽  
Data Interpretation ◽  
Master's Level ◽  
Process Skills ◽  
Critical Approach ◽  
Research Papers ◽  
Science Process Skills ◽  
Primary Literature ◽  
Structured Analysis

The ability to think analytically and creatively is crucial for success in the modern workforce, particularly for graduate students, who often aim to become physicians or researchers. Analysis of the primary literature provides an excellent opportunity to practice these skills. We describe a course that includes a structured analysis of four research papers from diverse fields of biology and group exercises in proposing experiments that would follow up on these papers. To facilitate a critical approach to primary literature, we included a paper with questionable data interpretation and two papers investigating the same biological question yet reaching opposite conclusions. We report a significant increase in students’ self-efficacy in analyzing data from research papers, evaluating authors’ conclusions, and designing experiments. Using our science-process skills test, we observe a statistically significant increase in students’ ability to propose an experiment that matches the goal of investigation. We also detect gains in interpretation of controls and quantitative analysis of data. No statistically significant changes were observed in questions that tested the skills of interpretation, inference, and evaluation.

scholarly journals Teaching the Process of Science: Faculty Perceptions and an Effective Methodology

2010 ◽  
Vol 9 (4) ◽  
pp. 524-535 ◽  
Author(s):  
David Coil ◽  
Mary Pat Wenderoth ◽  
Matthew Cunningham ◽  
Clarissa Dirks
Keyword(s):  
Faculty Perceptions ◽  
Collaborative Work ◽  
Oral Communication ◽  
Data Interpretation ◽  
Scientific Writing ◽  
Process Skills ◽  
Science Content ◽  
Science Process Skills ◽  
Primary Literature ◽  
Understanding Of Science

Most scientific endeavors require science process skills such as data interpretation, problem solving, experimental design, scientific writing, oral communication, collaborative work, and critical analysis of primary literature. These are the fundamental skills upon which the conceptual framework of scientific expertise is built. Unfortunately, most college science departments lack a formalized curriculum for teaching undergraduates science process skills. However, evidence strongly suggests that explicitly teaching undergraduates skills early in their education may enhance their understanding of science content. Our research reveals that faculty overwhelming support teaching undergraduates science process skills but typically do not spend enough time teaching skills due to the perceived need to cover content. To encourage faculty to address this issue, we provide our pedagogical philosophies, methods, and materials for teaching science process skills to freshman pursuing life science majors. We build upon previous work, showing student learning gains in both reading primary literature and scientific writing, and share student perspectives about a course where teaching the process of science, not content, was the focus. We recommend a wider implementation of courses that teach undergraduates science process skills early in their studies with the goals of improving student success and retention in the sciences and enhancing general science literacy.

scholarly journals Correlation Between Pre-Service Science Teacher Laboratory Self-Efficacy And Science Process Skills In Laboratory Activities

2019 ◽  
Vol 9 (3) ◽  
Author(s):  
Yeni Widiyawati ◽  
Dwi Septiana Sari
Keyword(s):  
Science Teacher ◽  
Science Teachers ◽  
Self Efficacy ◽  
Service Science ◽  
Rank Test ◽  
Process Skills ◽  
Science Process Skills ◽  
Laboratory Activities ◽  
Key Variables ◽  
Quantitative Descriptive

<em>Laboratory self-efficacy and science process skills are the key variables that need to be measured to show it’s a correlation. These variables will determine their career as a science teacher. Pre-service science teacher must have the skills to explain the natural objects and phenomena holistically and integrative. So that, the aims of this research was to 1) reveals the laboratory self-efficacy of, 2) identify science process skills level of and 3)identify the correlation between laboratory self-efficacy and science process skills of pre-service science teacher under laboratory activities. Quantitative-descriptive, scanning models were used to collect the data. Laboratory self-efficacy scale was developed of level, strength, and generality components. Documentation and observation techniques were used to collect the science process skills data. Bandura’s theory was adopted in self-efficacy Laboratory self-efficacy scale. Mean of laboratory self-efficacy of pre-service science teachers were in moderate level while their science process skills were at a low level. Spearman Rank test showed a significant correlation between these two variables. In the other hand. Regression test showed that laboratory self-efficacy does not significantly determine the pre-service science teacher science process skills’.</em>

scholarly journals Student Science Process Skills through the Application of Computer Based Scaffolding assisted by PhET Simulation

At-Taqaddum ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 21-38
Author(s):  
Affa Ardhi Saputri
Keyword(s):  
Online Learning ◽  
Data Analysis ◽  
Sampling Technique ◽  
Data Interpretation ◽  
Process Skills ◽  
Science Process Skills ◽  
Offline Learning ◽  
Virtual Laboratories ◽  
Basic Physics ◽  
Computer Based

Basic physics practicum learning through virtual laboratories is less than optimal in developing students' science process skills. This study reveals the results of improving students' science process skills based on the application of computer scaffolding assisted by PhET simulation. This study uses a quantitative approach with a sample of 14 students through purposive sampling technique. The research stages consist of introduction, implementation, and evaluation. Collecting data through interviews, tests, and observations. Data analysis using the N-gain test. The results showed an increase in students' science process skills on several indicators with various categories. The indicator is observing 0.49 (medium category), formulating hypotheses 0.34 (medium category), carrying out experiments 0.39 (medium category), data interpretation and analysis 0.42 (medium category), communicating 0.33 (medium category), and concluded 0.29 (low category). Computer-based scaffolding with PhET simulation is an online learning solution that can also be collaborated with offline learning to improve students' science process skills.

scholarly journals Expanding STEM Membership: Using Science Process Skills in a Social Justice Curriculum to Combat Stereotype Threats and Build Self-Efficacy in African American Students

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Beverly A King Miller ◽  
Alma D. Stevenson ◽  
Shelli L Casler-Failing
Keyword(s):  
Social Justice ◽  
African American ◽  
Self Efficacy ◽  
Process Skills ◽  
Science Fair ◽  
Science Process Skills ◽  
American Students ◽  
Science Fair Project ◽  
Culminating Project ◽  
Design And Testing

10.5590/JERAP.2021.11.1.18Science process skills were scaffolded throughout instruction over the ten-week program. The culminating project included the development, design, and testing of their own independent science fair project. The results reflect an increase in students’ self-efficacy which was evidenced by the students’ preparation and presentation of their projects in the science fair.

scholarly journals Thinking and Reading like a Scientist: Librarians as Facilitators of Primary Literature Literacy

2020 ◽  
Author(s):  
Alexander James Carroll
Keyword(s):  
Academic Preparation ◽  
Literacy Skills ◽  
Degree Programs ◽  
Process Skills ◽  
Graduate Degree ◽  
Science Process Skills ◽  
Reference Services ◽  
Graduate Degree Programs ◽  
Primary Literature ◽  
Professional Degree

Students entering graduate degree programs in science, technology, engineering, and math (STEM) fields or professional degree programs in the health sciences are expected to have adequate academic preparation in science process skills like the ability to read primary literature effectively. This column scrutinizes this assumption by examining how science is taught to undergraduates, finding that undergraduate STEM curricula rarely prepare students with the mastery of science process skills needed to succeed in graduate school. The column discusses some possible causes of this skill gap and suggests that academic and medical librarians are well-equipped to help students develop primary literature literacy skills. The column closes with a list of practical active reading strategies that librarians can share and model for students. The Version of Record of this manuscript has been published and is available in Medical Reference Services Quarterly, August 10, 2020, DOI: 10.1080/02763869.2020.1778336.

scholarly journals Primary literature across the undergraduate curriculum: teaching science process skills and content

2011 ◽  
Vol 92 (4) ◽  
pp. 396-405 ◽  
Author(s):  
Emily S. J. Rauschert ◽  
Joseph Dauer ◽  
Jennifer L. Momsen ◽  
Ariana Sutton-Grier
Keyword(s):  
Undergraduate Curriculum ◽  
Teaching Science ◽  
Process Skills ◽  
Science Process Skills ◽  
Primary Literature

scholarly journals Perceived Challenges in Primary Literature in a Master’s Class: Effects of Experience and Instruction

2016 ◽  
Vol 15 (4) ◽  
pp. ar77 ◽  
Author(s):  
Richard Lie ◽  
Christopher Abdullah ◽  
Wenliang He ◽  
Ella Tour
Keyword(s):  
Experimental Data ◽  
Critical Thinking ◽  
Lower Order ◽  
Cognitive Skills ◽  
Research Articles ◽  
Master's Level ◽  
Master's Students ◽  
Primary Literature ◽  
Scientific Papers ◽  
Structured Analysis

Primary literature offers rich opportunities to teach students how to “think like a scientist,” but the challenges students face when they attempt to read research articles are not well understood. Here, we present an analysis of what master’s students perceive as the most challenging aspects of engaging with primary literature. We examined 69 pairs of pre- and postcourse responses from students enrolled in a master’s-level course that offered a structured analysis of primary literature. On the basis of these responses, we identified six categories of challenges. Before instruction, “techniques” and “experimental data” were the most frequently identified categories of challenges. The majority of difficulties students perceived in the primary literature corresponded to Bloom’s lower-order cognitive skills. After instruction, “conclusions” were identified as the most difficult aspect of primary literature, and the frequency of challenges that corresponded to higher-order cognitive skills increased significantly among students who reported less experience with primary literature. These changes are consistent with a more competent perception of the primary literature, in which these students increasingly focus on challenges requiring critical thinking. Students’ difficulties identified here can inform the design of instructional approaches aimed to teach students how to critically read scientific papers.

Analisis Kebutuhan Petunjuk Praktikum Berbasis Keterampilan Proses Sains untuk Mencapai Kemampuan Merancang Eksperimen

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Fitriah Khoirunnisa ◽  
Friska Septiani Silitonga ◽  
Veri Firmansyah
Keyword(s):  
Core Competence ◽  
Process Skills ◽  
Learning Materials ◽  
Science Process Skills ◽  
Second Stage ◽  
The Core ◽  
The Core Competence ◽  
Two Stages ◽  
Practical Instruction ◽  
Design Experiments

Penelitian ini bertujuan menganalisis kebutuhan petunjuk praktikum berbasis Keterampilan Proses Sains (KPS) untuk mencapai kemampuan merancang eksperimen pada materi kalor reaksi kalorimetri. Penelitian dilakukan terhadap peserta didik kelas XI SMA Negeri 2 Kota Tanjungpinang. Variabel penelitian mencakup analisis kebutuhan bahan ajar dan analisis kesesuaian Kompetensi Inti (KI) dan Kompetensi Dasar (KD). Jenis penelitian yang dilakukan adalah penelitian deskriptif kualitatif. Tahapan pertama dalam penelitian ini adalah menganalisis kebutuhan bahan ajar dengan cara membandingkan dua petunjuk praktikum yang selama ini telah digunakan di sekolah tersebut, ditinjau dari aspek struktur format penulisan, aspek kreativitas, dan aspek keterampilan proses sains yang terdapat dalam petunjuk praktikum. Sehingga didapatkan kesimpulan bahwa petunjuk praktikum yang selama ini digunakan tidak memberikan kesempatan kepada peserta didiknya untuk merancang eksperimen yang telah ditentukan. Tahapan kedua yaitu menganalisis kesesuaian kompetensi inti dan kompetensi dasar, yang bertujuan untuk menentukan indikator pencapaian kompetensi (IPK) yang akan menjadi acuan dalam mengembangkan petunjuk praktikum berbasis keterampilan proses sains. Dari kedua tahapan yang telah dilakukan maka dapat disimpulkan bahwa peserta didik memerlukan petunjuk praktikum yang mampu mengonstruksi pikiran dan mengaktifkan kinerja mereka, sehingga pendekatan Keterampilan Proses Sains menjadi pilihan dalam mengembangkan petunjuk praktikum yang sesuai dengan karakteristik kurikulum 2013.   This research aims to analyze the needs of Science Process Skills based Practical Instruction to achieve the ability to design experiments on the calor of reaction. This research was done to the students of class XI SMA Negeri 2 Tanjungpinang City. Research Variable includes the analysis of the needs of the learning materials and analysis of the suitability of the Core Competence (KI) and Basic Competence (KD). The type of research conducted is descriptive qualitative research. The first stages in this research is to analyze the needs of learning materials by comparing two practical instructions that had been implementing in the school, from the aspects of the structure of writing format, creativity, and science process skills embedded in practical instructions. The conclusion of this research that current practical instructions does not give an opportunity to the participants to design determined experiments. The second stage, namely analyzing the suitability of core competence and basic competence, which aims to determine the indicators of achievement of the competencies (GPA) which will be a reference in developing process skills-based teaching instructions science. Of the two stages that has been done then it can be concluded that learners need practical instructions to construct  thinking and and their performance, so the Science Process Skills approach is an option in developing practical instruction suitable for the characteristics of the curriculum of 2013.

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