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: 33.61). 03/2008; 319(5867):1189-90. DOI: 10.1126/science.1149875
Source: PubMed


Classroom lectures by experts in combination with journal clubs and Web-based discussion forums help graduate students develop critical reasoning skills.

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Available from: Eric Sobie, Jan 20, 2014
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    • "In a proper context, analysis of authentic published data can help students develop proficiency in science practice by helping students learn to ask questions, plan investigations, analyze and interpret data, construct explanations , engage in argument from evidence, and obtain, evaluate, and communicate information. The use of authentic published research for learning science is already an essential tool for teaching graduate science and medical students how to ''think'' scientifically (Cave and Clandinin 2007; Iyengar et al. 2008; Kohlwes et al. 2006). "
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    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.
    Full-text · Article · Aug 2013 · Journal of Science Teacher Education
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    • "I n today's knowledge-driven world, in which access to information is no longer a barrier but the ability to scrutinize and filter is paramount, students need to learn how to evaluate claims and data (Leu, Kinzer, Coiro, & Cammack, 2004). Graduate science and medical school courses routinely develop data evaluation skills by using published journal articles to teach students how to " think " scientifically (Cave & Clandinin, 2007; Iyengar et al, 2008; Kohlwes et al., 2006). Journal article analysis has also been adapted for undergraduate science learning (Hoskins, 2008; Hoskins, Stevens, & Nehm, 2007; Kitazono, 2010). "

    Full-text · Article · Jan 2013 · Journal of college science teaching
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    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.
    No preview · Article · Mar 2008 · Science Signaling
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