Writing with Research: Understanding How Students Perceive Sources in the Sciences

Autor/in	Klucevsek, Kristin M.
Titel	Writing with Research: Understanding How Students Perceive Sources in the Sciences
Quelle	In: Across the Disciplines, 19 (2022) 1-2, S.78-98 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Primary Sources; Student Attitudes; Writing Assignments; Science Education; Majors (Students); College Students; Private Colleges; Catholic Schools; Information Literacy; Writing Skills; Content Area Writing; Scientific Research; Pennsylvania (Pittsburgh) + Suchen Sie Ihr Suchwort? Primärquelle; Schülerverhalten; Naturwissenschaftliche Bildung; Collegestudent; Privathochschule; Katholische Schule; Informationskompetenz; Writing skill; Schreibfertigkeit; Schriftliche Übung
Abstract	Students in the sciences learn to engage with primary research articles as a fundamental part of their discipline, essential to both writing and research. These sources are difficult to navigate, leading students to use (and misuse) these sources in a variety of complex ways. As instructors and researchers, we are aware of these challenges, but less aware of why they happen. Here, I analyze surveys, student papers and reflections to understand how students perceive primary research articles across science majors at one institution, as well as their challenges in citing these sources. Together, these results suggest that students gradually develop an understanding of a primary source as a model of the scientific process. To teach source use in the sciences and develop thresholds concepts, there must be an iterative approach that combines instruction and research from writing, STEM education, and information literacy. (As Provided).
Anmerkungen	WAC Clearinghouse. Colorado State University, Fort Collins, CO 80523. Tel: 970-491-3132; Web site: http://wac.colostate.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01