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Towards a Mastery Understanding of Critical Reading in Biology: The Use of Highlighting by Students to Assess Their Value Judgment of the Importance of Primary Literature

    Authors: Mark Gallo1,*, Vince Rinaldo2
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Department of Biology, Niagara University, NY 14109; 2: Department of Middle Childhood and Adolescent Education, Niagara University, NY 14109
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 03 December 2012
    • *Corresponding author. Mailing address: Department of Biology, Niagara University, NY 14109. Phone: 716-286-8247. Fax: 716-286-8254. E-mail: mgallo@niagara.edu.
    • Copyright © 2012 American Society for Microbiology
    Source: J. Microbiol. Biol. Educ. December 2012 vol. 13 no. 2 142-149. doi:10.1128/jmbe.v13i2.493
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    Abstract:

    An analysis of critical reading styles of freshmen and senior biology students was compared to that of biology faculty members through the use of highlighting a primary research article. Sentence-by-sentence comparisons were made within each group and the data were analyzed; the composite picture from each group was then compared to the other groups. There appears to be a close agreement of what is deemed important content as judged by faculty but less agreement by seniors and even less agreement by freshmen regarding the value of each line of the text. The results imply that experts in a field appear able to discriminate what is important and valuable in the primary literature and that the novice appears to develop some degree of scientific literacy during his or her undergraduate career.

Key Concept Ranking

Horizontal Gene Transfer
0.51093566
0.51093566

References & Citations

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17. Sorek R, Zhu Y, Creevey CJ, Francino MP, Bork P, Rubin EM2007Genome-wide experimental determination of barriers to horizontal gene transferScience3181449145210.1126/science.114711217947550 http://dx.doi.org/10.1126/science.1147112
18. Stevens R, Johnson DF, Soller A2005Probabilities and predictions: modeling the development of scientific problem-solving skillsCBE Life Sci. Educ41425710.1187/cbe.04-03-0036 http://dx.doi.org/10.1187/cbe.04-03-0036
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/content/journal/jmbe/10.1128/jmbe.v13i2.493
2012-12-03
2017-08-17

Abstract:

An analysis of critical reading styles of freshmen and senior biology students was compared to that of biology faculty members through the use of highlighting a primary research article. Sentence-by-sentence comparisons were made within each group and the data were analyzed; the composite picture from each group was then compared to the other groups. There appears to be a close agreement of what is deemed important content as judged by faculty but less agreement by seniors and even less agreement by freshmen regarding the value of each line of the text. The results imply that experts in a field appear able to discriminate what is important and valuable in the primary literature and that the novice appears to develop some degree of scientific literacy during his or her undergraduate career.

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Figures

Image of FIGURE 1

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FIGURE 1

Comparative responses by group.

Note: P3.1 refers to paragraph three, sentence one; P5.1 refers to paragraph five, sentence one in Sorek et al. ( 18 ). The same nomenclature is used for the rest of the data points.

Source: J. Microbiol. Biol. Educ. December 2012 vol. 13 no. 2 142-149. doi:10.1128/jmbe.v13i2.493
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Image of FIGURE 2

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FIGURE 2

Comparative nonresponses by group, paragraphs 4–8.

Note: P4.1 refers to paragraph four, sentence one; P4.3 refers to paragraph four sentence three in Sorek et al. ( 18 ). The same nomenclature is used for the rest of the data points.

Source: J. Microbiol. Biol. Educ. December 2012 vol. 13 no. 2 142-149. doi:10.1128/jmbe.v13i2.493
Download as Powerpoint
Image of FIGURE 3

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FIGURE 3

Comparative nonresponses by group, paragraphs 9–20.

Note: P9.1 refers to paragraph nine, sentence one; P10.1 refers to paragraph ten sentence one in Sorek et al. ( 18 ). The same nomenclature is used for the rest of the data points.

Source: J. Microbiol. Biol. Educ. December 2012 vol. 13 no. 2 142-149. doi:10.1128/jmbe.v13i2.493
Download as Powerpoint

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