Inquiry learning - Integrating content detail and critical reasoning by peer review

Department of Pharmacology and Systems Therapeutics, Mount Sinai School of Medicine, New York, NY 10029, USA.
Science (Impact Factor: 31.48). 03/2008; 319(5867):1189-90. DOI: 10.1126/science.1149875
Source: PubMed
1 Follower
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Comprehension of the nature and practice of science and its social context are important aspects of communicating and learning science. However there is still very little understanding amongt the non-scientific community of the need for debate in driving scientific knowledge forward and the role of critical scrutiny in quality control. Peer review is an essential part of this process. We initiated and developed a pilot project to provide an opportunity for students to explore the idea that science is a dynamic process rather than a static body of facts. Students from two different schools experienced the process of peer-review by producing and reviewing comics related to the science done at Rothamsted Research. As authors, students showed a large degree of creativity and understanding of the science while as referees they showed good critical skills. Students had at first hand an insight into how science works.
    Journal of Science Communication 01/2011; 10(September):1-14.
  • [Show abstract] [Hide abstract]
    ABSTRACT: This Teaching Resource describes how to use an online asynchronous discussion as a mechanism to introduce students to the peer-review process, as well as to assess student performance and understanding. This method was applied to a graduate course on signal transduction and the Teaching Resource includes a syllabus, detailed plan for incorporating the online discussion, sample journal club questions, and sample student responses to the discussion forum, faculty responses, and student revisions.
    Science Signaling 03/2008; 1(9). DOI:10.1126/stke.19tr2 · 7.65 Impact Factor
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study examines how the implementation of a novel curriculum, that emphasizes the use of published scientific data and media to learn about human impact and ecological function, influenced ninth-grade biology teacher (N-36) dispositions toward using data and media in their ecology and human impact lesson plans. It explores how integration of these elements shaped their lesson plans. Research questions addressed are 1. How do teachers' use of data and media change as a result of implementing this novel curriculum? 2. How do the integration of data and media influence teachers' lesson plans? Findings show that implementation positively affected teachers’ dispositions toward using authentic data and real-world media about scientific research to explain how people impact ecological function. Teachers also demonstrated increased appreciation and capacity for using data and media for learning how humans disrupt ecological function. Importantly, prior to implementation, 42 % of teachers specifically reported not using data when teaching human impact. Additionally, content analysis of teachers' lesson plan reports shows that focusing lesson plans around data and media can support teachers in making human impact lessons more specific and that a data- and media-centered curriculum can assist teachers in moving away from discussions of the generalized effect of people on the environment to specific real-world examples of how humans impact ecological function.
    Journal of Science Teacher Education 08/2013; DOI:10.1007/s10972-013-9335-2

Full-text (2 Sources)

Available from
May 20, 2014