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Using the Scientific Literature to Teach Science Literacy

Using the Scientific Literature to Teach Science Literacy. Jodie Krontiris-Litowitz Youngstown State University jkrontirislitowitz@ysu.edu. Youngstown State University Introductory Biology 2 nd Semester 8 weeks Structure & Function ~125 students. What can they do?.

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Using the Scientific Literature to Teach Science Literacy

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  1. Using the Scientific Literature to Teach Science Literacy Jodie Krontiris-Litowitz Youngstown State University jkrontirislitowitz@ysu.edu

  2. Youngstown State University • Introductory Biology • 2nd Semester • 8 weeks • Structure & Function • ~125 students

  3. What can they do? • Read a journal article • " The effects of oxygenated water on exercise physiology during incremental exercise and recovery" N Willmert, JP Porcarl, C Foster, S Doserstein, and G Brice. J of Exer Phys. (online)5(4): 16-21 (2011). • Answer questions (n = 107)

  4. Understand the organization of a journal article • What section would you read if you wanted to quickly find out if oxygenated water affected exercise performance or recovery? 48% answered abstract (52% answered conclusion)

  5. How is science practiced? How is knowledge generated? In 3-4 sentences describe why the authors did this study. Where did you find this information? 36% referred to prior scientific studies 45% referred to commercial claims that oxygenated water improves performance

  6. Know the components of the scientific method What hypothesis/hypotheses was tested in this article? Where did you find this information? 14% reported “no hypothesis given” and wrote one in their own words 85.9% reported specific aims

  7. Qualitative SkillsInterpreting Experimental Design What was the heart rate in stage 1 and stage 3 for subjects who drank super oxygenated water? Explain why these numbers are different. 38.3% answered with X, Std Dev and explanation of exertion 23.3% no Std Dev 37% no Std. Dev, no explanation of exertion, vague answers

  8. Qualitative SkillsGraph Skills Graph the VO2 values for subjects who drank tap water and for subjects who drank super oxygenated water.

  9. Qualitative SkillsGraph Skills 15.8% did not submit a graph 25% of the submitted graphs were bar graphs or scatter plots appropriately labeled 75% of the submitted graphs were scatter plots missing axis labels or incorrectly labeled

  10. Understand value of statistics and hypothesis testing How did the authors determine if the oxygen consumption between subjects who consumed tap water were different than subjects who drank supra-oxygenated water? 22.5% answered statistics and p values 77.5% did not

  11. Develop an argument/position with evidence Could drinking super oxygenated water improve your workouts? 15% justified answer with data/evidence 85% did not include data/evidence

  12. What skills did I want them to have at the end of the course?

  13. Learning Objective to Build Science Literacy Skills • Understand the organization and style of articles in peer-reviewed scientific literature • Know and identify the components of the scientific method (rationale, hypothesis, methods, results, conclusions, control, variable, etc.) in journal articles. • Extract information from journal articles using knowledge of organization and structure of scientific literature. • Interpret and explain the basic construction of the experimental protocol, explain its alignment to the hypothesis. • Identify and critique the controls of a study • Interpret and explain the results presented in graph or text. • Make inferences or conclusions and justify them with data from the article • Construct an evaluation or critique of the results or conclusion and justify the position • Build personal knowledge and understanding from journal articles.

  14. Bloom’s Revised Taxonomy of Cognitive Skills • Remember • Understand • Apply • Analyze • Evaluate • Create / Synthesize Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives

  15. Learning Objective to Build Science Literacy Skills • Understand the organization, and style of articles in peer-reviewed scientific literature • Know and identify the components of the scientific method (introductions, hypothesis, methods, results, conclusions, control, variable, etc.) in journal articles. • Extract information from journal articles using knowledge of organization and structure of scientific literature. • Interpret and explain the basic construction of the experimental protocol, explain its alignment to the hypothesis. • Identify and critique the controls of a study • Interpret and explain the results presented in graph or text. • Make inferences or conclusions and justify them with data from the article • Construct an evaluation or critique of the results or conclusion and justify the position • Build personal knowledge and understanding from journal articles. REMEMBER UNDERSTAND

  16. Learning Objective to Build Science Literacy Skills • Understand the genre, organization, and style of articles in peer-reviewed scientific literature • Know and identify the components of the scientific method (introductions, hypothesis, methods, results, conclusions, control, variable, etc.) in journal articles. • Extract information from journal articles using knowledge of organization and structure of scientific literature. • Interpret and explain the basic construction of the experimental protocol, explain its alignment to the hypothesis. • Identify and critique the controls of a study • Interpret and explain the results presented in graph or text. • Make inferences or conclusions and justify them with data from the article • Construct an evaluation or critique of the results or conclusion and justify the position • Build personal knowledge and understanding from journal articles. REMEMBER UNDERSTAND APPLY

  17. Learning Objective to Build Science Literacy Skills • Understand the genre, organization, and style of articles in peer-reviewed scientific literature • Know and identify the components of the scientific method (introductions, hypothesis, methods, results, conclusions, control, variable, etc.) in journal articles. • Extract information from journal articles using knowledge of organization and structure of scientific literature. • Interpret and explain the basic construction of the experimental protocol, explain its alignment to the hypothesis. • Identify and critique the controls of a study • Interpret and explain the results presented in graph or text. • Make inferences or conclusions and justify them with data from the article • Construct an evaluation or critique of the results or conclusion and justify the position • Build personal knowledge and understanding from journal articles. REMEMBER UNDERSTAND APPLY

  18. Learning Objective to Build Science Literacy Skills • Understand the genre, organization, and style of articles in peer-reviewed scientific literature • Know and identify the components of the scientific method (introductions, hypothesis, methods, results, conclusions, control, variable, etc.) in journal articles. • Extract information from journal articles using knowledge of organization and structure of scientific literature. • Interpret and explain the basic construction of the experimental protocol, explain its alignment to the hypothesis. • Identify and critique the controls of a study • Interpret and explain the results presented in graph or text. • Make inferences or conclusions and justify them with data from the article • Construct an evaluation or critique of the results or conclusion and justify the position • Build personal knowledge and understanding from journal articles. REMEMBER UNDERSTAND APPLY

  19. Learning Objective to Build Science Literacy Skills • Understand the genre, organization, and style of articles in peer-reviewed scientific literature • Know and identify the components of the scientific method (introductions, hypothesis, methods, results, conclusions, control, variable, etc.) in journal articles. • Extract information from journal articles using knowledge of organization and structure of scientific literature. • Interpret and explain the basic construction of the experimental protocol, explain its alignment to the hypothesis. • Identify and critique the controls of a study • Interpret and explain the results presented in graph or text. • Make inferences or conclusions and justify them with data from the article • Construct an evaluation or critique of the results or conclusion and justify the position • Build personal knowledge and understanding from journal articles. REMEMBER UNDERSTAND APPLY ANALYZE

  20. Learning Objective to Build Science Literacy Skills • Understand the genre, organization, and style of articles in peer-reviewed scientific literature • Know and identify the components of the scientific method (introductions, hypothesis, methods, results, conclusions, control, variable, etc.) in journal articles. • Extract information from journal articles using knowledge of organization and structure of scientific literature. • Interpret and explain the basic construction of the experimental protocol, explain its alignment to the hypothesis. • Identify and critique the controls of a study • Interpret and explain the results presented in graph or text. • Make inferences or conclusions and justify them with data from the article • Construct an evaluation or critique of the results or conclusion and justify the position • Build personal knowledge and understanding from journal articles. REMEMBER UNDERSTAND APPLY ANALYZE

  21. Learning Objective to Build Science Literacy Skills • Understand the genre, organization, and style of articles in peer-reviewed scientific literature • Know and identify the components of the scientific method (introductions, hypothesis, methods, results, conclusions, control, variable, etc.) in journal articles. • Extract information from journal articles using knowledge of organization and structure of scientific literature. • Interpret and explain the basic construction of the experimental protocol, explain its alignment to the hypothesis. • Identify and critique the controls of a study • Interpret and explain the results presented in graph or text. • Make inferences or conclusions and justify them with data from the article • Construct an evaluation or critique of the results or conclusion and justify the position • Build personal knowledge and understanding from journal articles. ANALYZE EVALUATE

  22. Learning Objective to Build Science Literacy Skills • Understand the genre, organization, and style of articles in peer-reviewed scientific literature • Know and identify the components of the scientific method (introductions, hypothesis, methods, results, conclusions, control, variable, etc.) in journal articles. • Extract information from journal articles using knowledge of organization and structure of scientific literature. • Interpret and explain the basic construction of the experimental protocol, explain its alignment to the hypothesis. • Identify and critique the controls of a study • Interpret and explain the results presented in graph or text. • Make inferences or conclusions and justify them with data from the article • Construct an evaluation or critique of the results or conclusion and justify the position • Build personal knowledge and understanding from journal articles. ANALYZE EVALUATE

  23. Learning Objective to Build Science Literacy Skills • Understand the genre, organization, and style of articles in peer-reviewed scientific literature • Know and identify the components of the scientific method (introductions, hypothesis, methods, results, conclusions, control, variable, etc.) in journal articles. • Extract information from journal articles using knowledge of organization and structure of scientific literature. • Interpret and explain the basic construction of the experimental protocol, explain its alignment to the hypothesis. • Identify and critique the controls of a study • Interpret and explain the results presented in graph or text. • Make inferences or conclusions and justify them with data from the article • Construct an evaluation or critique of the results or conclusion and justify the position • Build personal knowledge and understanding from journal articles. CREATE -SYNTHESIZE

  24. Learning Objective to Build Science Literacy Skills • Understand the genre, organization, and style of articles in peer-reviewed scientific literature • Know and identify the components of the scientific method (introductions, hypothesis, methods, results, conclusions, control, variable, etc.) in journal articles. • Extract information from journal articles using knowledge of organization and structure of scientific literature. • Interpret and explain the basic construction of the experimental protocol, explain its alignment to the hypothesis. • Identify and critique the controls of a study • Interpret and explain the results presented in graph or text. • Make inferences or conclusions and justify them with data from the article • Construct an evaluation or critique of the results or conclusion and justify the position • Build personal knowledge and understanding from journal articles. LOTS OF LOWER ORDER COGNITION!!?

  25. Building a Foundation of Literacy Skills SYNTHESIZE EVALUATE ANALYZE APPLY UNDERSTAND REMEMBER

  26. Strategy • 3 Homework Assignments • Read a primary research article • Answer ~10 short answer questions aligned with learning objectives • Feedback to students via lecture, course website, graded homework • Assessment = Final Exam • Read a primary research article • Final exam = ~10 short answer questions + “clean” copy or journal article

  27. Considerations when selecting journal articles • goals of the course • goals of the assignment • concepts the reader needs to understand in order to read the article • correlate article with course content (?) • the relationship between the data and the conclusion is simple and not complex and abstract Adapted from Muench, SB (2000). Choosing primary literature in Biology to achieve specific educational goals. JCT :255-260.

  28. Sample Homework " The effect of different dosages of caffeine on isometric strength and isometric endurance” by S Archna and S S Jaspal. J. of Exer Phys (online)11(6): 34-43 (2008). • How does caffeine affect the endurance of isometric muscle contraction? What section would you read if you wanted to quickly find out? • In 3-4 sentences describe why the authors did this study. Where did you find this? • What hypothesis/hypotheses was tested in this article? Where did you find this? • Describe the controls for this experiment. Do you think that they are adequate? • In Table 1 (Peak isometric strength) the isometric strength numbers increase as the caffeine dose increases. However, the Results section reports that a “significant differences in peak force were found only in the 13mg/kg trial” Can you explain why the numbers in the table and the text seem to conflict? • Does caffeine affect how long a person can hold an isometric contraction?

  29. Final Exam Results

  30. Understand the organization of a journal article What was the purpose of this experiment? Where did you find this information?

  31. Know the components of the scientific method How did this study control for the possible weight difference between exercising animals and sedentary animals? * * p<.05

  32. Interpreting Experimental Design The authors made a change in their experimental protocol at 6 months into the experiment. How did they change it and why did they do it? * * p<.05

  33. Statistics /Hypothesis testing • Can you describe the variation in the weights of the ad libitum rats during week 25 in Fig 2? What values are missing on this graph that would help you with this discussion? • Which is more effective at increasing lifespan in rats, voluntary exercise or reduced food intake? * * * p<.05

  34. Qualitative Skills / Graph Skills • Which group of animals in Fig 3 has the best chance of living to 36 months? •  Which is more effective at increasing lifespan in rats, voluntary exercise or reduced food intake? • What values are missing on this graph that would help you with this discussion? * * * * p<.05

  35. Develop an argument/position with evidence Which is more effective at increasing lifespan in rats, voluntary exercise or reduced food intake? * * p<.05

  36. SYNTHESIZE EVALUATE ANALYZE APPLY UNDERSTAND REMEMBER Not perfect but a good foundation to build on…

  37. The Big Picture – Building Science Literacy Throughout a Program SYNTHESIZE EVALUATE ANALYZE APPLY UNDERSTAND REMEMBER Write a review of these articles and contrast their models of immobilization How well does this data support the current model for immobilization? What experiments are missing? Analyze your lab data, discuss the significance and state your conclusions.

  38. Your TurnWould this article suit your course? Gas production in humans ingesting a soybean flour derived from beans naturally low in oligosaccharides1–3. Suarez FL, Springfield J, Furne JK, Lohrmann TT, Kerr PS, and Levitt MD. Am J ClinNutr1999 69(1):135-139.

  39. Your TurnWould this article suit your course? • What are the goals of the course? • What are the goals of the assignment? • What concepts does the reader need to understand in order to read the article? • Can you correlate article with course content? • Is the relationship between the data and the conclusion simple and direct or complex and abstract?

  40. Your Turn • Skim the journal article and write one question for LO1, 2, 3, or 4 • Understand the genre, organization, and style of articles in peer-reviewed scientific literature • Know and identify the components of the scientific method (introductions, hypothesis, methods, results, conclusions, control, variable, etc.) in journal articles. • Extract information from journal articles using knowledge of organization and structure of scientific literature. • Interpret and explain the basic construction of the experimental protocol, explain its alignment to the hypothesis.

  41. Your Turn • Skim results (or methods) section and write one question for LO5, 6, or 7. • Identify and critique the controls of a study • Interpret and explain the results presented in graph or text. • Make inferences or conclusions and justify them with data from the article

  42. Your Turn • Skim results or conclusion section and write one question for LO 8 or 9. • Construct an evaluation or critique of the results or conclusion and justify the position • Build personal knowledge and understanding from journal articles.

  43. Acknowledgements • Biology Scholars Program • YSU Biology Department • YSU Office of Assessment

  44. THE END Jodie Krontiris-Litowitz jkrontirislitowitz@ysu.edu

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