Supporting student transition: embedding reading practices into the first year Science curriculum

Publication Type:
Conference Proceeding
Citation:, 2016
Issue Date:
Filename Description Size
Davila and Griffiths 2016 STARS paper 12C.pdfPublished version308.2 kB
Adobe PDF
Full metadata record
Although being able to critically read and comprehend scientific texts is fundamental, many students find reading the primary literature overwhelming and may lose self-confidence as a result. Our aim was to build first year science students’ confidence in reading relevant and reliable sources of information and develop their critical reading practices through a First Year Experience Project focusing on supporting student transition. To achieve this, we utilised a flipped classroom approach to design and embed interactive online modules and a faceto-face workshop in a first year Science subject. Student participation and completion of the learning activities was evaluated with students commenting very positively on the usability, accessibility, usefulness and relevance of the reading practices resources. Based on the success of this initiative, we recommend that discipline specific, contextualised resources which develop effective reading practices should be integrated into the first year curriculum.
Please use this identifier to cite or link to this item: