BOLD fellow Deb Levy and mentor James Booth share findings on their online module to help build critical skills in scientific reading
A difficult trade-off in scientific writing is the balance between accessibility and accuracy; scholarly science writing is often so meticulously accurate that it becomes inaccessible, while popular science writing is often so accessible that it can’t be accurate. The ability to effectively read, evaluate, and create scientific writing in all of its forms – scientific literacy – is crucial for engaging with scientific content in the real world.
Due to recent increases in media coverage of neuroscience, as well as mounting controversy surrounding public faith in science at large, it is extremely important for young adults studying psychology and/or neuroscience in particular to become critical and confident creators and consumers of scientific literature. However, instructor assessment and student self-report both suggest that students’ abilities at confidently evaluating scientific writing remain underdeveloped (Hubbard & Dunbar, 2017; Snow, 2010).
In the hopes of increasing scientific literacy among such undergraduates, Levy and Booth created an online module. [more]
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