Exploring High School Biology Teachers' Engagement with Primary Scientific Literature
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Date
2025-03
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Abstract
Primary scientific literature (PSL) is a cornerstone of scientific communication, yet its integration into high school science classrooms remains poorly understood. Our study determines how teachers define PSL, how teachers use PSL, and teachers' motivations and challenges for teaching using PSL. Through an explanatory sequential mixed methods design, we combined survey data from a validated instrument with semi-structured interviews to analyze teachers' definitions, instructional practices, motivations, and challenges. Teachers consistently characterized PSL as peer-reviewed, original research published in credible journals, though their implementation varied widely. Instructional strategies included group analysis and adapting content for accessibility, though challenges and alignment with curriculum standards emerged as barriers. Teachers also emphasized a need for structured resources to support effective PSL integration. These findings highlight the gap between educators' recognition of PSL's value and their capacity to implement it consistently. Addressing this gap requires targeted professional development and curated instructional tools to reduce barriers and empower teachers to leverage PSL as a dynamic, inquiry-based learning tool. By bridging these challenges, PSL can enhance science education by immersing students in the practices and discourse of real-world research.
Description
Human Experience (The Ohio State University Denman Undergraduate Research Forum)
Keywords
Primary Scientific Literature, Science Education, Teacher Engagement, STEM Education, Inquiry-Based Learning, Instructional Resources