How do readers at different career stages approach reading a scientific research paper? A case study in the biological sciences

Hubbard, Katharine E.; Dunbar, Sonja; Peasland, Emma L.; Solly, Jeremy; Poon, Jacquelyne

Abstract

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
• Print ISSN: 2154-8455
• Electronic ISSN: 2154-8463
• Publisher: Taylor & Francis
• Peer Reviewed: Peer Reviewed
• DOI: https://doi.org/10.1080/21548455.2022.2078010
• Keywords: Scientific communication; Scientific literacy; Academic reading; Disciplinary literacy; Research papers
• Public URL: https://hull-repository.worktribe.com/output/3994046