Beyond the Passive Absorption of Information
Engaging Students in the Critical Reading of Scientific Articles
Bibliographic Data
| ID | 21585488 |
|---|---|
| Authors | Pablo Antonio Archila (0000-0003-0225-4701, Universidad de los Andes, corresponding author), Brigithe Tatiana Ortiz (Universidad de los Andes), Anne‐Marie Truscott de Mejía (Universidad de los Andes), Anne-Marie Truscott de Mejía |
| Year | 2025 |
| Volume | 34 |
| Issue | 4 |
| Pages | 2189-2223 |
| Publication date | 2025-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science & Education (JOURNAL) |
| Journal identifiers | ISSN: 0926-7220 • E-ISSN: 1573-1901 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11191-024-00507-1 |
| OpenAlex | W4392563649 |
| Language | EN |
| Citations received | 6 |
| References cited | 97 |
There is a consensus within the science education community that primary scientific literature is a legitimate and desirable educational resource. Moreover, critical reading of scientific articles is widely recognized as a key aspect of scientific literacy. However, university science courses rarely provide students with explicit opportunities to cultivate their critical reading skills. Much of the reason for this is that instructors tend to hold a passive learning view of reading in which students are expected to absorb information from scientific articles. The purpose of this study was to provide research evidence that an active learning scenario (ALS) combining (1) argumentation, (2) peer critique (also referred to as peer assessment), and (3) the Task-Oriented Reading Instruction framework (Ritchey & List, College Teaching, 70 (3), 280–295, 2022) could be a concrete and realistic possibility for engaging students in the critical reading of scientific papers. The data analyzed in this study were the written critiques of scientific research articles and written peer feedback produced by sixty-one university students (38 females and 23 males, 19–25 years old). The results indicate that the ALS effectively offered students explicit opportunities to become more active and more critical readers of scientific articles, producing arguments, anticipating counterarguments, and constructing rebuttals. Implications related to critical reading instruction in science education and supporting students’ development of critical reading skills are discussed
Critical reading · Engineering ethics · Mathematics education · Optics · Physics · Political science · Computer Science · Educational Strategies and Epistemologies · Engineering · Innovative Teaching Methods · Psychology · Science Education and Pedagogy
Percepciones de alumnos de bachillerato acerca de la ciencia y tecnología
Exploring the Role of Reading in the Development of Writing Abilities
Critically Reading Science-Related Texts Produced by ChatGPT
Supporting bilingual scientific argumentation through recorded oral feedback
Student Perceptions of Bilingual Teaching Practices
Red Reading The Text
The Pandemic of Argumentation
Fundamentals of Critical Argumentation
Designing Effective Feedback Processes in Higher Education
A new readability yardstick.
Arguing to Learn in Science
The Argumentative Theory
Podcasting as a powerful tool for the promotion of bilingual scientific argumentation in a formative assessment environment
Integrating peer feedback and instructor feedback to support the construction of bilingual scientific argument maps
Motivation in Reading Primary Scientific Literature
‘I’m probably just gonna skim’
A Model-Based Constructivist Approach for Bridging Qualitative and Quantitative Aspects in Teaching and Learning the First Law of Thermodynamics
Using the Controversy over Human Race to Introduce Students to the Identification and the Evaluation of Arguments
Providing Undergraduates with Opportunities to Explicitly Reflect on How News Articles Promote the Public (Mis)understanding of Science
Towards Covid-19 Literacy
Using Drama to Enrich Students’ Argumentation About Genetically Modified Foods
Evidence Engines
Connected learning
Relationships between undergraduate instructors' conceptions of how students learn and their instructional practices
Academic reading as a social practice in higher education
Bilingual university science courses
Using formal and informal formative assessment to support bilingual argument mapping in university bilingual science courses
Translanguaging practices at a bilingual university
A Coefficient of Agreement for Nominal Scales
Mixed Methods Research
College Students' Conceptualizations of Academic Reading
Reading Is Important,” but “I Don't Read”
Bilingual Teaching Practices in University Science Courses
Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning
Argumentation and the problem of agreement
| Unique citing works | 6 |
|---|---|
| Citations per year | 3 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |