Project Investigator(s): Marcia Graves, Assistant Professor of Teaching, Department of Microbiology and Immunology, Faculty of Science
Project Description
Laboratory courses are ideal instructional settings for students to practice reading and interpreting data from primary literature. For 5 years, we have been collecting data in an upper level lab course to evaluate the impact of course activities on student perceptions, confidence and behaviours when they engage with primary literature. Each year, students consistently report that one of the most challenging aspects of reading papers is how to read them critically. This project aims to develop and test an intervention to help students build skills in evaluating the validity and reliability of claims in scientific research papers.
Research Questions
1. How do the strategies that readers use to evaluate the validity and reliability of data presented in a primary research article differ based on career stage? ie: How do the strategies differ between experts and novice readers?
2. Would an intervention activity designed to ask students to dissect primary research articles that support opposing claims an effective practice for building expert-like abilities in critically evaluating claims made in a scientific research paper?
Impact on teaching and learning at UBC
Learning how to interpret data, critique experimental designs, and evaluate claims will arm students with key science process and science literacy skills. These skills are clearly essential for students pursuing careers in STEM. However, these skills can empower all learners to continue to engage in the pursuit of knowledge and to make evidence-informed decisions about health and public policy in the future.