Building Confidence in Scientific Competence: Impacts of an Introduction to Primary Literature Course on Undergraduate Students’ Science Identity and Interest in Research

Oct 15, 2026

Uploaded by Bulrr

Introduction to Primary Literature (IPL) courses are early career precursors to undergraduate research experiences, helping students engage potential mentors and align with research goals. This study uses a quasi-experimental mixed methods design to examine how reading primary research articles, communicating scientifically, and interacting with scientists affect undergraduate biology students’ science identity. Pre- and post-course surveys plus a focus group interview show increased confidence in understanding science and scientific literature and competence as scientists in training.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Introduction

Study Rationale and Context

Science Identity and Expected Impacts

Methods and Data Collection

Quasi-Experimental Mixed Methods Design

Findings and Interpretation

Quantitative and Qualitative Results

Articles Building Confidence in Scientific Competence: Impacts of an Introduction to Primary Literature Course on Undergraduate Students’ Science Identity and Interest in Research Mariah C. Maxwell, Takunda Maisva, Jason R. Wiles Syracuse University-Life Sciences Complex, 107 College Pl, Syracuse, NY 13210 | Abstract
Introduction to Primary Literature (IPL) courses can be early-career precursors to undergraduate research experiences, whereby students can become familiar with potential mentors and their research toward better alignment with student/faculty interests and goals. IPL courses have been shown to increase student science self-efficacy and understanding of the nature of science to levels congruent with students entering Course-based Undergraduate Experiences (CUREs) and Faculty-Led Research Experiences (FLREs), which may increase the number and diversity of students engaging in these high-impact activities. Further research is needed to understand how an IPL course can impact students’ science identity, defined as the extent to which one relates to science, which has been associated with student success and persistence in STEM degree programs. This study employed a quasi-experimental, mixed methods approach to explore the impacts of engaging with the products of research through reading primary research articles, communicating scientifically, and interacting with scientists of various levels on the science identities of undergraduate students enrolled in a seminar-style biology IPL course at a large, private, research-intensive institution in the Northeastern United States. Pre-and post-course surveys, as well as a focus group interview, were used to collect student information and measure the science identity of participants. Interpretation of the quantitative data and themes drawn from the qualitative responses are presented herein, notably that students became more confident in their abilities to understand science and scientific literature and in their competence as scientists in training.
Keywords: Introduction to Primary Literature (IPL) course, science identity, interest in research | | | --- | --- | | Undergraduate Research Experiences (UREs), | physical space (Frantz et al., 2017). To compound | | such as Faculty-Led Research Experiences | this issue, students from underrepresented | | (FLREs) and Course-based Undergraduate | groups and low-income households are often | | Research Experiences (CUREs) are often a | tasked with navigating existing barriers to | | student’s first introduction to the true nature of | research experiences, such as a lack of | | science. Participation in UREs has been | representation in the field, insufficient academic | | associated with increases in science self-efficacy | preparation, and historical barriers | | and a strengthening of science identity which | (Pierszalowski et al., 2021) . STEM enrichment | | can help orient students towards graduate and | programs have been designed and implemented | | professional programs in STEM (Chemers et al., 2011; Egan et al., 2013) . URE participation has | to introduce students to the research environment and provide opportunities for | | also been associated with increased student | faculty mentoring (Merolla & Serpe, 2013) . | | persistence and interest in pursuing research | Introduction to Primary Literature (IPL) | | opportunities amongst students from | courses have been recommended by the | | underserved populations (Reig et al., 2018) . | National Academy of Sciences (2017) as a | | Despite their many benefits, UREs are often | steppingstone to help students access UREs by | | limited due to a lack of funding, staffing, or | familiarizing students with potential mentors | Volume 49 (1) May 2023 Maxwell, et al.: Building Confidence in Scientific Competence: Impacts of an Introduction to 3 and their research, allowing for better alignment with student/faculty interests and goals, and the efficacy of this p

FAQs

What is the purpose of an Introduction to Primary Literature (IPL) course?

IPL courses help students become familiar with research products, scientific communication, and potential mentors, supporting alignment with student and faculty interests.

How does the study investigate changes in students’ science identity?

The study applies a quasi-experimental mixed methods approach using pre- and post-course surveys and a focus group interview in a seminar-style biology IPL course.

What outcomes did the study report regarding students’ confidence?

Students became more confident in understanding science and scientific literature and in their competence as scientists in training.

Oct 15, 2026

Uploaded by Bulrr