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Can I read Expert–Novice Comparison Reveals Pedagogical Implications for Students’ Analysis of Primary Literature on EtoBox?
Expert–Novice Comparison Reveals Pedagogical Implications for Students’ Analysis of Primary Literature by Nelms, April A.; Segura-Totten, Miriam; Dolan, Erin L. is a Social Sciences article available to read on EtoBox.
What is Expert–Novice Comparison Reveals Pedagogical Implications for Students’ Analysis of Primary Literature about?
Student engagement in the analysis of primary scientific literature increases critical thinking, scientific literacy, data evaluation, and science process skills. However, little is known about the process by which expertise in reading scientific articles develops. For this reason, we decided to compare how faculty experts and student novices engage with a research article. We performed think-aloud interviews of biology faculty and undergraduates as they read through a scientific article. We analyzed these interviews using qualitative methods. We grounded data interpretation in cognitive load theory and the ICAP (interactive, constructive, active, and passive) framework. Our results revealed that faculty have more complex schemas than students and that they reduce cognitive load through two main mechanisms: summarizing and note-taking. Faculty also engage with articles at a higher cognitive level, described as constructive by the ICAP framework, when compared with students. More complex schemas, effectively lowering cognitive load, and deeper engagement with the text may help explain why faculty encounter fewer comprehension difficulties than students in our study. Finally, faculty
Who reads Expert–Novice Comparison Reveals Pedagogical Implications for Students’ Analysis of Primary Literature?
It is typically read by researchers, students, and practitioners in Social Sciences.
- Author
- Nelms, April A.; Segura-Totten, Miriam; Dolan, Erin L.
- Publisher
- American Society for Cell Biology; Bethesda MD: American Society for Cell Biology, ©2006-; American Society for Cell Biology (ASCB) (ISSN 1931-7913)
- Published
- 2019
- Language
- EN
- Field
- Social Sciences
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