Leveraging systematic review practice for research skill development in an undergraduate science course: a case study

Area of Science:

• Science Education
• Information Literacy
• Research Skills Development

Background:

• Information literacy is crucial for undergraduate science students' research.
• Traditional assessments may not fully capture the student research process.
• Generative AI poses challenges to authenticating student work.

Purpose of the Study:

• To present a novel approach for developing research skills in undergraduate science students.
• To integrate information literacy skills into the scientific research process.
• To provide a scaffolded learning experience using systematic reviews.

Main Methods:

• A case study approach was used to deconstruct the research process into distinct steps.
• Systematic reviews were employed as exemplars for teaching research methodology.
• A workshop-based course aligned a Research Skills Development Framework with systematic review stages.
• Specific skills and activities were designed for each step of the systematic review process.

Main Results:

• Students progressively developed research skills through explicit instruction and practice.
• The workshop format emphasized skill acquisition over solely final output.
• The approach provided a tangible record of the student research process.
• Scaffolded practice with systematic reviews enhanced rigorous research skill development.

Conclusions:

• This novel approach effectively teaches undergraduate science students rigorous research skills.
• Integrating systematic reviews provides a practical framework for skill development.
• The method addresses limitations of traditional assessments and potential AI misuse.
• The study offers a valuable model for science education and research training.