When Do Students “Learn-to-Comprehend” Scientific Sources?: Evaluation of a Critical Skill in Undergraduates Progressing through a Science Major

Abstract

In response to the publication of Vision and Change, the biology department at Elmhurst College revised our curriculum to better prepare students for a career in science with the addition of various writing assignments in every course. One commonality among all of the assignments is the ability to comprehend and critically evaluate scientific literature to determine relevancy and possible future research. Several previous reports have analyzed specific methodologies to improve student comprehension of scientific writing and critical thinking skills, yet none of these examined student growth over an undergraduate career. In this study, we hypothesized upper-level students would be better able to comprehend and critically analyze scientific literature than introductory biology majors. Biology students enrolled in an introductory (200-level), mid- (300-level), or late-career (400-level) course were tasked with reading and responding to questions regarding a common scientific article and rating their comfort and confidence in reading published literature. As predicted, upper-level (mid- and late-career) students showed increases in comprehension and critical analysis relative to their first-year peers. Interestingly, we observed that upper-level students read articles differently than introductory students, leading to significant gains in understanding and confidence. However, the observed gains were modest overall, indicating that further pedagogical change is necessary to improve student skills and confidence in reading scientific articles while fulfilling the Vision and Change recommendations.