ArticleCBE life sciences education2010
Teaching the process of science: faculty perceptions and an effective methodology.
Article in CBE life sciences education, 2010. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 71 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
71 citing papers in PubMed.
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- What Happens When Undergraduate Biology Students Meet with Professional Scientists to Discuss Research? An Exploratory Investigation into Scientific Discourse, Motivation, and Sense of Belonging.CBE life sciences education · 2025Article
- Academic competition-based learning cultivates scientific literacy to promote professional competitiveness in medical undergraduates.Frontiers in public health · 2025Article
- Zotero as a teaching tool for independent study courses, honors contracts, and undergraduate research mentoring.Journal of microbiology & biology education · 2024Article
- Students' perceptions of social issues in biology courses.Journal of microbiology & biology education · 2024Article
- Article
- Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom.CBE life sciences education · 2023Review
- Synthesizing Research Narratives to Reveal the Big Picture: a CREATE(S) Intervention Modified for Journal Club Improves Undergraduate Science Literacy.Journal of microbiology & biology education · 2023Article
- Developing Scientific Communication Skills Using Primary Literature in an Undergraduate Cell Biology Course.Journal of microbiology & biology education · 2023Article
- An Equity-Focused Redesign of an Introductory Organismal Biology Lab Course To Develop Foundational Scientific Practices.Journal of microbiology & biology education · 2023Article
- COVID-19 Scientific Literacy in Medical and Nursing Students.Journal of microbiology & biology education · 2023Article
- Mapping Human Neuronal Diversity in the Search for New Therapeutics: Using Real Human Neuron Data Sets to Build Student Quantitative Skills.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2023Article
- The Metamorphosing Professor: Adapting Teaching to Fulfill the Promise of Biology Education.Integrative and comparative biology · 2022Article
- The DNA Landscape: Development and Application of a New Framework for Visual Communication about DNA.CBE life sciences education · 2022Article
- A Team-Based Activity to Support Knowledge Transfer and Experimental Design Skills of Undergraduate Science Students.Journal of microbiology & biology education · 2022Article
- A Course-Based Undergraduate Research Experience (CURE) in Biology: Developing Systems Thinking through Field Experiences in Restoration Ecology.CBE life sciences education · 2022Article
- Continuing the Development of Science Communication Skills in Early Career Scientists: Challenges and Rewards During COVID-19.Limnology and oceanography bulletin · 2022Article
- Bioinspiration as a method of problem-based STEM education: A case study with a class structured around the COVID-19 crisis.Ecology and evolution · 2021Article
- An Active Learning Intervention Based on Evaluating Alternative Hypotheses Increases Scientific Literacy of Controlled Experiments in Introductory Biology.Journal of microbiology & biology education · 2021Article
11 more citing papers are in PubMed but not listed here.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
Abstract
Most scientific endeavors require science process skills such as data interpretation, problem solving, experimental design, scientific writing, oral communication, collaborative work, and critical analysis of primary literature. These are the fundamental skills upon which the conceptual framework of scientific expertise is built. Unfortunately, most college science departments lack a formalized curriculum for teaching undergraduates science process skills. However, evidence strongly suggests that explicitly teaching undergraduates skills early in their education may enhance their understanding of science content. Our research reveals that faculty overwhelming support teaching undergraduates science process skills but typically do not spend enough time teaching skills due to the perceived need to cover content. To encourage faculty to address this issue, we provide our pedagogical philosophies, methods, and materials for teaching science process skills to freshman pursuing life science majors. We build upon previous work, showing student learning gains in both reading primary literature and scientific writing, and share student perspectives about a course where teaching the process of science, not content, was the focus. We recommend a wider implementation of courses that teach undergraduates science process skills early in their studies with the goals of improving student success and retention in the sciences and enhancing general science literacy.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.