Science Educators’ Motivation To Read & Teach Using Primary Scientific Literature

Presenter:

Ashli M. Wright
Department of Biological Sciences Florida International University, Miami, Florida

Scientists communicate their findings to members of the academic community through primary scientific literature (PSL). The use of PSL as an instructional tool in undergraduate science courses is linked to positive student affect, performance, and literacy outcomes (Sloane, 2021). Still, teaching with PSL is not without its challenges, and the selection of instructional tools, such as PSL, is heavily influenced by teacher motivation (Cochrane-Smith & Fries, 2005). This study aims to elucidate educator’s motivation to read and teach with PSL and validate an instrument to measure the constructs that inform motivation A questionnaire measuring motivation to read and teach with PSL was developed and distributed to undergraduate science professors in the United States. Results show that mmotivation to read PSL was significantly higher than to teach with PSL, and redundancies exist in our understanding of motivation constructs. Applications of these findings may be used to assess professors’ motivation and tailor professors' professional development opportunities to include specific instructional strategies to increase the likelihood of utilizing PSL and, ultimately, improve students’ learning outcomes.

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