Expert–Novice Comparison Reveals Pedagogical Implications for Students’ Analysis of Primary Literature

Nelms, April A.; Segura-Totten, Miriam

doi:10.1187/cbe.18-05-0077

Cited by 50Science Education and PedagogyEducational Strategies and EpistemologiesVisual and Cognitive Learning Processes

Expert–Novice Comparison Reveals Pedagogical Implications for Students’ Analysis of Primary Literature

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Nelms, April A., Segura-Totten, Miriam·2019·CBE—Life Sciences Education

DOI 10.1187/cbe.18-05-0077PMC PMC6829068

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Abstract

Student engagement in the analysis of primary scientific literature increases critical thinking, scientific literacy, data evaluation, and science process skills. However, little is known about the process by which expertise in reading scientific articles develops. For this reason, we decided to compare how faculty experts and student novices engage with a research article. We performed think-aloud interviews of biology faculty and undergraduates as they read through a scientific article. We analyzed these interviews using qualitative methods. We grounded data interpretation in cognitive load theory and the ICAP (interactive, constructive, active, and passive) framework. Our results revealed that faculty have more complex schemas than students and that they reduce cognitive load through two main mechanisms: summarizing and note-taking. Faculty also engage with articles at a higher cognitive level, described as constructive by the ICAP framework, when compared with students. More complex schemas, effectively lowering cognitive load, and deeper engagement with the text may help explain why faculty encounter fewer comprehension difficulties than students in our study. Finally, faculty analyze and evaluate data more often than students when reading the text. Findings include a discussion of successful pedagogical approaches for instructors wishing to enhance undergraduates’ comprehension and analysis of research articles.

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Learning to read PSL is a complex cognitive activity that is influenced by multiple factors.
“Learning to read PSL is a complex cognitive activity that is influenced by multiple factors (Nelms and Segura-Totten, 2019; Hubbard, 2021).”
From Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom (2023) · cites this paper as Nelms and Segura-Totten, 2019
Expert readers of PSL rely on more complex schemas when reading PSL, thus lowering the cognitive load of reading such articles.
“For example, expert readers of PSL rely on more complex schemas—that is, mental structures and strategies for engaging with a cognitive task (Piaget, 2003)—when reading PSL, thus lowering the cognitive load of reading such articles (Nelms and Segura-Totten, 2019).”
From Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom (2023) · cites this paper as Nelms and Segura-Totten, 2019
Faculty tend to reread sentences more frequently and are more likely to summarize and take notes when reading PSL than novice readers of PSL.
“Faculty tend to reread sentences more frequently and are more likely to summarize and take notes when reading PSL than novice readers of PSL (Nelms and Segura-Totten, 2019).”
From Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom (2023) · cites this paper as Nelms and Segura-Totten, 2019

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Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom
Goudsouzian, L. K., & Hsu, J. L. (2023) · CBE - Life Sciences Education · doi:10.1187/cbe.22-10-0211 · Cited by 26 · see citing works
“Faculty tend to reread sentences more frequently and are more likely to summarize and take notes when reading PSL than novice readers of PSL (Nelms and Segura-Totten, 2019).”
BackgroundInfluential
Insights on biology student motivations and challenges when reading and analyzing primary literature
Howard, K. N., Stapleton, E. K., Nelms, A. A., Ryan, K. C., & Segura-Totten, M. (2021) · PLOS ONE · doi:10.1371/journal.pone.0251275 · Cited by 23 · see citing works
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Hubbard, K. E., Dunbar, S. D., Peasland, E. L., Poon, J., & Solly, J. E. (2022) · International Journal of Science Education, Part B · doi:10.1080/21548455.2022.2078010 · Cited by 12 · see citing works

Authors: Nelms, A. A., & Segura-Totten, M.
Affiliations: University of North Georgia (US)
Department of Biology, University of North Georgia, Dahlonega, GA 30597
Venue: CBE—Life Sciences Education
Publisher: American Society for Cell Biology (ASCB)
Published: 2019-12
Volume: 18
Issue: 4
Pages: ar56
ISSN: 1931-7913 (ISSN-L)
DOI: 10.1187/cbe.18-05-0077
PMC: PMC6829068
OpenAlex: W2984772191
Cited by: 50
References: 53
Citations by year: 2026: 6 · 2025: 8 · 2024: 7 · 2023: 8 · 2022: 11 · 2021: 8 · 2020: 2
FWCI: 14.15
Type: journal article
Language: en
Open access: diamond
doi.org
Licence: cc-by-nc-sa
Locations: CBE—Life Sciences Education (publishedVersion, cc-by-nc-sa)
Europe PMC (PubMed Central) (publishedVersion, cc-by-nc-sa)
PubMed Central (publishedVersion, cc-by-nc-sa)
PubMed (publishedVersion)
Topics: Social Sciences › Education › Science Education and Pedagogy
Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Keywords: expert-novice comparison, faculty expertise, cognitive load, ICAP framework, schemas, summarization, note-taking, critical thinking, scientific literacy, undergraduate science education
MeSH terms: Biology, Faculty, Humans, Publications, Students, Thinking

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Expert–Novice Comparison Reveals Pedagogical Implications for Students’ Analysis of Primary Literature

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