Work

Reading science: A mixed‐methods study of alternative grading with a molecular biology journal club

Year: 2025

Type: article

Abstract: Researchers and practitioners have identified the ability to read scientific literature effectively as a core competency in undergraduate STEM education, but comparatively little research has been conducted on how students engage, both cognitively and affectively, with advanced scientific research. This mixed-methods study assesses the process through which students engaged with a series of scaffolded, alternatively graded assignments focused on reading Molecular Biology research articles (the "journal club"). The results of the study suggest that alternative grading can be implemented strategically to address affective barriers in how and why students read science, with potential implications for addressing gender inequities.

Source: Biochemistry and Molecular Biology Education

DOI: 10.1002/bmb.21890

Authors: Ashley Russell, Laura Cruz

Institution: Pennsylvania State University

Language: English

Topic: Science Education and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: hybrid

Estimated APC paid: $3,700