Susan J. Rehorek|Nicole J. Dafoe
The Art of Referencing as an Often Overlooked Aspect of Scientific Literacy: Study of a Classroom Intervention
Slippery Rock University|University of Pennsylvania|Slippery Rock University|University of Pennsylvania
scientific literacy complex topic often cited rarely fully defined teaching scientific literacy often focuses solely scientific reading writing however scientifically literate one must also able distinguish credible noncredible sources information ability involves thorough knowledge referencing peerreview process incorporate issues teaching specific aspect scientific literacy twopart module developed one module focusing aforementioned topics pretests posttests assessed efficacy withinmodule assignments terms increasing student knowledge confidence understanding scientific literacy following completion modules students involved project required writing scientific paper statistically significant gains observed student confidence student completion modulespecific assignments similar findings occurred knowledge basic formatting peerreview completion written paper timing gains occurred suggests procedural learning occurred prior declarative learning thus multistep process appears effective explaining complex topic scientific literacy undergraduate students