posted on 2024-02-15, 14:03authored byPatricia Ann Mabrouk
This study probed student conceptions of the critical
dimensions
of a topical literature search to identify the threshold concepts
limiting their information-seeking skills in chemistry and investigate
the role of peer review and self-reflection in informing students’
information-seeking skills through direct examination of student papers
in a semester-long research project in a first course in analytical
chemistry. Student perceptions of peer review were positive, but objectively,
peer review was largely ineffective in improving the students’
actual work. Many persistent problems were observed, including overreliance
on a simplistic one-time use literature-searching strategy, ignoring
older and newer works when researching a topic, confusing primary
and secondary sources, failing to credit original research studies,
failing to obtain copyright permission and to correctly credit copyrighted
works, and an inability to reproduce ACS style formatting. We have
linked these persistent behaviors with the students’ conceptions
of core concepts in information literacy. Identifying student conceptions
opens the door to developing strategies and activities that promote
a deeper and more comprehensive mastery of chemical information literacy
skills by undergraduates.