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首页> 美国卫生研究院文献>CBE Life Sciences Education >Perceived Challenges in Primary Literature in a Master’s Class: Effects of Experience and Instruction
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Perceived Challenges in Primary Literature in a Master’s Class: Effects of Experience and Instruction

机译：硕士班小学文学中所面临的挑战：经验和教学的影响

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摘要

Primary literature offers rich opportunities to teach students how to “think like a scientist,” but the challenges students face when they attempt to read research articles are not well understood. Here, we present an analysis of what master’s students perceive as the most challenging aspects of engaging with primary literature. We examined 69 pairs of pre- and postcourse responses from students enrolled in a master’s-level course that offered a structured analysis of primary literature. On the basis of these responses, we identified six categories of challenges. Before instruction, “techniques” and “experimental data” were the most frequently identified categories of challenges. The majority of difficulties students perceived in the primary literature corresponded to Bloom’s lower-order cognitive skills. After instruction, “conclusions” were identified as the most difficult aspect of primary literature, and the frequency of challenges that corresponded to higher-order cognitive skills increased significantly among students who reported less experience with primary literature. These changes are consistent with a more competent perception of the primary literature, in which these students increasingly focus on challenges requiring critical thinking. Students’ difficulties identified here can inform the design of instructional approaches aimed to teach students how to critically read scientific papers.
机译：初级文学为教学生如何“像科学家一样思考”提供了丰富的机会，但是对学生尝试阅读研究文章时所面临的挑战并没有很好的理解。在这里，我们对硕士生认为与初级文学接触最具挑战性的方面进行了分析。我们检查了参加硕士课程的学生的69对课前和课后答案，这些课程对基础文献进行了结构化分析。根据这些响应，我们确定了六类挑战。在讲授之前，“技术”和“实验数据”是最常发现的挑战类别。在主要文献中，学生发现的大多数困难与Bloom的低阶认知技能相对应。在接受指导后，“结论”被认为是小学文献中最困难的方面，而报导较少小学文献经验的学生中，与高阶认知技能相对应的挑战频率显着增加。这些变化与对主要文献的更胜任的理解是一致的，在这些文献中，这些学生越来越专注于需要批判性思考的挑战。这里发现的学生困难可以指导旨在指导学生如何批判性阅读科学论文的教学方法的设计。

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