1887

Incorporating Primary Scientific Literature in Middle and High School Education

    Authors: Sarah C. Fankhauser1,3,*, Rebeccah S. Lijek2,3,*
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Department of Biology, Oxford College of Emory University, Oxford, GA 30054; 2: Department of Microbiology and Immunobiology, Harvard Medical School, Boston, MA 02115; 3: The Journal of Emerging Investigators, www.emerginginvestigators.org
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 01 March 2016
    • ©2016 Author(s). Published by the American Society for Microbiology.
    • [open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.

    • These authors contributed equally to this work.
      Supplemental materials available at http://jmbe.asm.org
    • *Corresponding authors. Mailing address: R. Lijek. Harvard Medical School, 77 Avenue Louis Pasteur, NRB 852, Boston, MA 02115. Phone: 617-432-1875. Fax: 617-432-4787. E-mail: [email protected]; S. Fankhauser. Oxford College of Emory University, 100 Hamill St., Oxford, GA 30054. Phone: 770-784-8398. Fax: 770-784-0774. E-mail: [email protected].
    Source: J. Microbiol. Biol. Educ. March 2016 vol. 17 no. 1 120-124. doi:10.1128/jmbe.v17i1.1004
MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.
  • XML
  • HTML
    39.04 Kb
  • PDF
    552.35 Kb

    Abstract:

    Primary literature is the most reliable and direct source of scientific information, but most middle school and high school science is taught using secondary and tertiary sources. One reason for this is that primary science articles can be difficult to access and interpret for young students and for their teachers, who may lack exposure to this type of writing. The () was created to fill this gap and provide primary research articles that can be accessed and read by students and their teachers. is a non-profit, online, open-access, peer-reviewed science journal dedicated to mentoring and publishing the scientific research of middle and high school students. articles provide reliable scientific information that is written by students and therefore at a level that their peers can understand. For student-authors who publish in , the review process and the interaction with scientists provide invaluable insight into the scientific process. Moreover, the resulting repository of free, student-written articles allows teachers to incorporate age-appropriate primary literature into the middle and high school science classroom. articles can be used for teaching specific scientific content or for teaching the process of the scientific method itself. The critical thinking skills that students learn by engaging with the primary literature will be invaluable for the development of a scientifically-literate public.

References & Citations

1. Agrawal A, Makhijani N, Valentini P 2013 The effect of music on heart rate J Emerg Investigators [Online.] www.emerginginvestigators.org/2013/04/the-effect-of-music-on-heart-rate/
2. Anderson A, Ault T 2014 Temperature and precipitation responses to a stratospheric aerosol geoengineering experiment using the Community Climate System Model 4 J Emerg Investigators [Online.] www.emerginginvestigators.org/2014/08/aerosol-geoengineering/
3. Brown P 2012 Nothing but the truth. Are the media as bad at communicating science as scientists fear? EMBO Reports 13 11 964 967 10.1038/embor.2012.147 23059985 3492714 http://dx.doi.org/10.1038/embor.2012.147
4. Crair D, Peeples K, Banas S 2014 Is cloud cover one of the effects of climate change? J Emerg Investigators [Online.] www.emerginginvestigators.org/2014/03/cloud-cover/
5. Gehring KM, Eastman DA 2008 Information fluency for undergraduate biology majors: applications of inquiry-based learning in a developmental biology course CBE Life Sci Educ 7 54 63 10.1187/cbe.07-10-0091 18316808 2262132 http://dx.doi.org/10.1187/cbe.07-10-0091
6. Gonon F, Bezard E, Boraud T 2011 Misrepresentation of neuroscience data might give rise to misleading conclusions in the media: the case of attention deficit hyperactivity disorder PLoS One 6 1 e14618 10.1371/journal.pone.0014618 21297951 3031509 http://dx.doi.org/10.1371/journal.pone.0014618
7. Han H, Kurtz R 2013 An investigative analysis of climate change using historical and modern weather data J Emerg Investigators [Online.] www.emerginginvestigators.org/2013/12/an-investigative-analysis-of-climate-change-using-historical-and-modern-weather-data/
8. Hoskins SG Stevens LM, Nehm RH 2007 Selective use of the primary literature transforms the classroom into a virtual laboratory Genetics 176 1381 1389 10.1534/genetics.107.071183 17483426 1931557 http://dx.doi.org/10.1534/genetics.107.071183
9. Lijek RS, Fankhauser SC 2016 Using scavenger hunts to familiarize students with scientific journal articles J Microbiol Biol Educ 17 1 122 125
10. Maier M, Rothmund T, Retzbach A, Otto L, Besley JC 2014 Informal learning through science media usage Educ Psychol 49 2 86 103 10.1080/00461520.2014.916215 http://dx.doi.org/10.1080/00461520.2014.916215
11. Muchnik L, Aral S, Taylor SJ Social influence bias: a randomized experiment Science 341 6146 647 651 23929980
12. National Science Board 2012 Science and technology: public attitudes and public understanding Science and engineering indicators 2012 [Online.] www.nsf.gov/statistics/seind12/c7/c7s1.htm
13. Funk C, Rainie L 2015 Public and scientists’ views on science and society Pew Research Centers Internet American Life Project [Online.] www.pewinternet.org/2015/01/29/public-and-scientists-views-on-science-and-society/-_Chapter_3:_Attitudes Accessed 22 July 2015
14. Rauschert ESJ, Dauer J, Momsen JL, Sutton-Grier A 2011 Primary literature a cross the undergraduate curriculum: teaching science process skills and content Bull Ecol Soc Amer 92 396 405 10.1890/0012-9623-92.4.396 http://dx.doi.org/10.1890/0012-9623-92.4.396
15. Shramko A, Shramko A, Shramko A 2013 Which diaper is more absorbent, Huggies or Pampers? J Emerg Investigators [Online.] www.emerginginvestigators.org/2013/09/which-diaper-is-more-absorbent-huggies-or-pampers/
16. Snow CE 2010 Academic language and the challenge of reading for learning about science Science 328 450 452 10.1126/science.1182597 20413488 http://dx.doi.org/10.1126/science.1182597
17. The Society for Science and the Public 2015 International rules for pre-college science research [Online.] https://student.societyforscience.org/international-rules-pre-college-science-research Accessed 13 October 2015

Supplemental Material

Loading

Article metrics loading...

/content/journal/jmbe/10.1128/jmbe.v17i1.1004
2016-03-01
2019-08-19

Abstract:

Primary literature is the most reliable and direct source of scientific information, but most middle school and high school science is taught using secondary and tertiary sources. One reason for this is that primary science articles can be difficult to access and interpret for young students and for their teachers, who may lack exposure to this type of writing. The () was created to fill this gap and provide primary research articles that can be accessed and read by students and their teachers. is a non-profit, online, open-access, peer-reviewed science journal dedicated to mentoring and publishing the scientific research of middle and high school students. articles provide reliable scientific information that is written by students and therefore at a level that their peers can understand. For student-authors who publish in , the review process and the interaction with scientists provide invaluable insight into the scientific process. Moreover, the resulting repository of free, student-written articles allows teachers to incorporate age-appropriate primary literature into the middle and high school science classroom. articles can be used for teaching specific scientific content or for teaching the process of the scientific method itself. The critical thinking skills that students learn by engaging with the primary literature will be invaluable for the development of a scientifically-literate public.

Highlighted Text: Show | Hide
Loading full text...

Full text loading...

/deliver/fulltext/jmbe/17/1/jmbe-17-120.xml.a.html?itemId=/content/journal/jmbe/10.1128/jmbe.v17i1.1004&mimeType=html&fmt=ahah

Figures

Image of FIGURE 1

Click to view

FIGURE 1

Outline of the publication process. Students, along with their mentors (teacher, parent, or scientist), submit their original research manuscript through the website. Editors select three scientists with expertise in the subject of the study to review the manuscript for scientific and written clarity. A manuscript will always require some changes or modifications prior to publication, and these changes may be minor communication changes or larger changes that require additional experimentation. Accepted papers are copy-edited and published on a rolling-basis on ’s website. There are no costs associated with .

Source: J. Microbiol. Biol. Educ. March 2016 vol. 17 no. 1 120-124. doi:10.1128/jmbe.v17i1.1004
Download as Powerpoint
Image of FIGURE 2

Click to view

FIGURE 2

publication statistics as of May 2015. (A) Number of publications each year from first publication in 2012 to May 2015. (B) Geographic location of published student authors from 2012 to May 2015. (C) articles broken down by subject area.

Source: J. Microbiol. Biol. Educ. March 2016 vol. 17 no. 1 120-124. doi:10.1128/jmbe.v17i1.1004
Download as Powerpoint

This is a required field
Please enter a valid email address
Please check the format of the address you have entered.
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error