Teaching students to read the primary literature using POGIL activities

Area of Science:

• Biochemistry Education
• Undergraduate Science Pedagogy
• Scientific Literacy

Background:

• Interpreting primary literature is a crucial skill for science majors in graduate studies and professional careers.
• Effective strategies are needed to teach undergraduate students how to engage with primary research articles.
• Traditional methods may not adequately prepare students for critical analysis of scientific literature.

Purpose of the Study:

• To integrate primary literature into an undergraduate majors biochemistry sequence.
• To assess the effectiveness of Process Oriented Guided Inquiry Learning (POGIL) activities in teaching literature interpretation.
• To evaluate student learning and confidence in approaching primary research articles.

Main Methods:

• POGIL activities were designed and implemented within a required undergraduate biochemistry course.
• Students engaged directly with primary literature as part of the POGIL curriculum.
• Learning outcomes and student perceptions were assessed.

Main Results:

• Students successfully acquired content knowledge directly from the primary literature.
• No separate lectures or supplementary activities were required for content comprehension.
• Student self-reported comfort and confidence in reading and interpreting scientific articles significantly increased.

Conclusions:

• POGIL activities effectively facilitate learning from primary literature in undergraduate biochemistry.
• Direct engagement with research articles can be a primary learning tool, enhancing student skills.
• This pedagogical approach improves scientific literacy and prepares students for future scientific endeavors.