Overview

In this guided demonstration, students learn how to read a research article and what information is contained in each section of the article. Students begin by reading an instructor-chosen article before class. They write down any words they don't know and bring them to class. In class, the instructor takes the students through a guided demonstration of how to read a research article. The instructor discusses each section of the article (e.g., introduction or results), and explains the structure, wording and purpose of the section. After the lecture, students get into pairs to answer questions about each of the ...

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In this guided demonstration, students learn how to read a research article and what information is contained in each section of the article. Students begin by reading an instructor-chosen article before class. They write down any words they don't know and bring them to class. In class, the instructor takes the students through a guided demonstration of how to read a research article. The instructor discusses each section of the article (e.g., introduction or results), and explains the structure, wording and purpose of the section. After the lecture, students get into pairs to answer questions about each of the sections to determine if they understood the instructor's explanation. The instructor stops students between sections so that the class can discusses their answers for a specific section before moving on to the next one. At the end of class, students hand in their answers for evaluation.

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Objectives

To become functionally literate with research articles, to understand how a research article is setup, and what to read (depending on what someone wants to get from the paper).

Context and requirements

Level Grade 12-U0
Discipline Biology
Activity Content Academic literacy
Technological Requirements None
Best Use Practice

Author’s Notes

Benefits

Students are walked through how to read an article and shown ways to make reading research articles easier. By doing questions in class and discussing them as a class, the instructor can quickly identify misconceptions and correct them.

Challenges

Reading research articles is difficult and it’s a skill that takes time to master. Depending on the level of the students, it might take more or less guidance to help them understand.

Tips

Stopping and starting the lecture to give them time to absorb information about each individual section of a research article is important.

Activity Pedagogical Components

Read

Before class, students read the article and write down a list of words they don’t understand that can be discussed in class.

Guided demonstration

Instructor goes section by section and shows students how to read a research article and the purpose of each section.

Problem-solving

In pairs, students answer questions, then the class discusses those questions together.

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