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Permanent URI for this collectionhdl:10365/32220

Publications from the NDSU Libraries may be found at https://hdl.handle.net/10365/29165

Documents relating to the Faculty Library Committee may be found at https://hdl.handle.net/10365/32129

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Browsing Libraries by Subject "Constructivism (Education)"

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    Beyond "Is It Peer-Reviewed?": Exploring Information Creation in the Sciences
    (North Dakota State University, 2018) Juve, Nicole; Twomey, Beth
    Undergraduate students tend to rely on simplistic criteria for choosing sources for their research, such as whether a particular source is peer-reviewed or not. This one-shot instruction session is designed to expand students’ view of scholarly outputs. It prompts students, working in groups, to analyze and uncover for themselves the relationships between different types of scholarly outputs which occur over time from raw data to original research and book chapters. Each student group works with a diverse set of documents about a specific body of research to collectively determine how they relate to each other and their role in the research and scholarly publication process. This lesson was originally designed for upper level plant sciences students, but is readily adaptable by discipline, breadth, and depth.
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    What Did They Say and Why Did They Say It?: Scholarship as Conversation in the Science Classroom
    (North Dakota State University, 2018) Correll, Robert; Twomey, Beth
    Scholarly articles in the sciences come in different formats, with purposes which students may not fully appreciate. In this chapter, we discuss a lesson plan in which students discuss the relationships between an original research article, a review article and an invited comment, and how they interact. A one-shot instruction session both prepares students for an immediate assignment in a broader course and helps guide them in the construction of their own understanding of scholarly conversations within the sciences, using genuine examples of research articles and how they use citations to build upon each other. Although this lesson was initially designed for upper level biology students, it is readily usable in classes across the sciences.