Student Use of Scientific Literature in a Course-Based Undergraduate Research Experience

• In Event: Science Teaching and Learning: Postsecondary Science Education

Abstract

An essential part of science literacy is science epistemology, the ways in which science knowledge is justified, evaluated and generated. During undergraduate research experiences, students learn to use cognitive shortcuts such as trusting peer-reviewed literature to assess scientific information. However, it is unclear if these cognitive shortcuts are grounded in science epistemology. Our study investigates how students assessed the validity of literature in a course-based undergraduate research experience (CURE). We found students trusted literature for a variety of reasons, including affiliation with a university, expert authorship, or agreement with preconceived ideas. Understanding how science students use cognitive shortcuts and ensuring that these shortcuts are grounded in science epistemology has implications for students’ future scientific reasoning and decision-making on science-related policy.

Authors

• Dennis Michael Lee, BSCS Science Learning

• Lisa Benson, Clemson University