Reading primary research literature is an essential skill for scientists. However, the high complexity of research papers may pose a barrier to the development of scientific literacy. In semi-structured interviews, we explore how 33 biologists including undergraduates, postgraduates and researchers approach reading an unfamiliar scientific paper. We find that some readers are data-centric, focusing on their own critical evaluation of the data presented, whereas others adopt a more narrative-centric approach, relying on the descriptions of authors to inform their understanding. There was a bias towards undergraduates adopting the narrative-centric approach and researchers adopting the data-centric approach. All postdoctoral researchers and academics prioritised critical interpretation of the data, indicating this is a characteristic of experienced scientific readers. The ability to demonstrate scientific reading skills was context-dependent, particularly with respect to time available and whether a paper aligns well with a reader’s specialist area of knowledge. Inexperienced readers often lacked sufficient prior knowledge on which to base their reading, which represented a barrier to their engagement. We make recommendations for how scientific literacy should be developed within undergraduate teaching and beyond, noting that ‘one-off’ teaching strategies are insufficient when the development of scientific reading skills is a career-long process.
Citation
Hubbard, K. E., Dunbar, S., Peasland, E. L., Solly, J., & Poon, J. (in press). How do readers at different career stages approach reading a scientific research paper? A case study in the biological sciences. International Journal of Science Education, Part B: Communication and Public Engagement, https://doi.org/10.1080/21548455.2022.2078010
Journal Article Type
Article
Acceptance Date
May 11, 2022
Online Publication Date
Jul 4, 2022
Deposit Date
May 13, 2022
Publicly Available Date
Jul 5, 2022
Journal
International Journal of Science Education, Part B: Communication and Public Engagement
