Abstract
AbstractScientists spend a substantial amount of their time engaging with the primary literature: reading, constructing, reviewing and revising it. Yet, the role of primary literature is generally absent from the development of scientific inquiry skills in the pre-college science classroom, thus undermining a true understanding of what it means to do science. In this study, we examined middle and high school student perceptions of scientific inquiry and the role of disciplinary literacy practices after engaging in scientific review and publication of their research papers. We interviewed twelve students who published their papers in the Journal of Emerging Investigators, a science journal dedicated to publishing the research of middle and high school students. Students acknowledged the important roles that effective communication, scientific review, and revision played in their research projects. Further, after engaging with professional scientists through the scientific review process, students expressed increased confidence and belonging as a scientist. However, students primarily viewed the writing and publication processes as personal endpoints for their projects rather than an integral part of all stages of scientific inquiry and knowledge construction. If students are to develop an understanding of how reading, writing, and peer-review are critical pieces of doing science, then our work suggests that disciplinary literacy practices should be explicitly discussed and included in all parts of the research process. While not all students will be motivated to publish their research, our work has important implications for integrating disciplinary literacy practices into student scientific inquiry.
Funder
Directorate for Education and Human Resources
Publisher
Springer Science and Business Media LLC
Reference82 articles.
1. Atkinson, M. (1994). Regulation of science by ‘peer review’. Studies in History and Philosophy of Science Part A, 25(2), 147–158. https://doi.org/10.1016/0039-3681(94)90025-6.
2. Barrow, L. (2006). A brief history of inquiry: From Dewey to standards. Journal of Science Teacher Education, 17(3), 265–278. https://doi.org/10.1007/s10972-006-9008-5.
3. Bazerman, C. (1988). Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science.
4. Bell, P., Bricker, L., Tzou, C., Lee, T., & Van Horne, K. (2012). Exploring the science framework. Science and Children; Washington, 50(3), 11–16.
5. Bell, R. L., Blair, L. M., Crawford, B. A., & Lederman, N. G. (2003). Just do it? Impact of a science apprenticeship program on high school students’ understandings of the nature of science and scientific inquiry. Journal of Research in Science Teaching, 40(5), 487–509. https://doi.org/10.1002/tea.10086.
Cited by
4 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献