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This study develops a biophysics course that uses primary and secondary literature to teach interdisciplinary science at the biology-physics intersection. Students analyze about 20 articles from top-tier journals, learn content through literature, and demonstrate understanding via weekly assignments, oral presentations, and a written review article.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-primary-and-secondary-literature-to-introduce-interdisciplinary-science-to-undergraduate-students/594827/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-primary-and-secondary-literature-to-introduce-interdisciplinary-science-to-undergraduate-students/594827.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the course address in undergraduate science learning?","Question",{"text":112,"@type":113},"It addresses the limited opportunities for students to comprehend, present, and produce scientific literature within their regular curriculum.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the course use primary and secondary literature?",{"text":117,"@type":113},"Students rely primarily on scientific literature to learn interdisciplinary biophysics content and to analyze roughly 20 journal articles in depth.",{"name":119,"@type":110,"acceptedAnswer":120},"What assignments and assessment methods are used to evaluate student learning?",{"text":121,"@type":113},"Students complete weekly assignments, two group presentations on research articles, take-home assignments, a written literature review article, and three reflection essays based on course readings and the documentary.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594827,1792208663,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Using Primary and Secondary Literature to Introduce Interdisciplinary  \nScience to Undergraduate Students  \nChamaree de Silva, Department of Physics, Mercer University, 1501 Mercer University Drive, Macon,  \nGA, 31207  \nAbstract: Undergraduate students often lack opportunities to comprehend, present, and produce scientific literature as part of their regular curriculum. In courses that have already been already developed, students either analyzed a few journal articles and/or studied disciplinary content typically with the assistance of a textbook. In this study, I have developed a course that primarily relies on scientific literature to introduce interdisciplinary science in the intersection of biology and physics. Here, not only students learn content knowledge through literature, but also how to thoroughly analyze about 20 journal articles published in top-tier journals in the field. Students demonstrate their understanding of the content matter through weekly assignments, oral presentations, and a written review article.  \nKeywords: scientific literature analysis, interdisciplinary science, biophysics, DNA, scientific literacy  \nIntroduction  \nUsing primary literature to increase science literacy is used in different levels of classrooms from college-level introductory biology to graduate-level courses and has been the focus of many previous studies. In one study, students analyzed literature generating from the same laboratory over a period of time (Hoskins et al., 2007) and in another, students have studied a few articles in depth by learning how to dissect each section of the article (JanickBuckner, 1997) . In a third study, students in humanities were taught science literacy by analyzing one journal article of their choosing (Eslinger & Kent, 2018). Not only does scientific literature offer students a way to understand how a study is being performed, its hypothesis, methodology, and conclusions, but also teach them analytical skills to“follow a story,” and to comprehend data through illustrations, graphs, and tables. Furthermore, students gain content knowledge supplementary to their coursework and textbooks. To that extent, many disciplinary courses have used selective primary literature as an introduction to scientific thinking (Kitchen et al., 2003; Muench, 2000). However, there is a lack of use of scientific literature in interdisciplinary courses taught at the undergraduate level. To address this void, I have developed a 3-credit course in biophysics that stresses interdisciplinary research in the intersection of biology and physics through intensive use of primary and secondary literature. Importantly, I used these articles to teach content knowledge in lieu of a textbook. In addition, students read an autobiography and a biography and watch documentaries to gain insight on ethics and politics behind major discoveries in the field. Furthermore, students write a comprehensive review article based on the literature they have read during the semester to gain further understanding and experience of producing scientific literature.  \nMethods  \nThe target student population were upperclassmen who completed two semesters of biology and/or two semesters of physics. Out of the 66 students who completed the course during its three iterations, about 15% were non-biology majors (physics, engineering, education, psychology) . Students could enroll in the course either as a biology or physics course.  \nThe theme of the course was biophysics of DNA nanotechnology. Although the majority of students who completed this course learned basic biology and physics principles through the pre-requisites, I held short review sessions of major topics needed for the course such as DNA replication and optics. The physics reviews often included hands-on activities such as finding the index of refraction of water. While these concepts were familiar to students, interdisciplinary biophysics topics such as DNA  \norigami, Atomic Force Microscopy,","cbCaia7h9IlmBF9K","https://ap.wps.com/l/cbCaia7h9IlmBF9K","pdf",239348,"English","# Abstract\n# Introduction\n# Methods\n## Course theme and prerequisites\n## Primary and secondary literature approach\n## Course books and documentary\n## Student evaluation and assignments","[{\"question\":\"What problem does the course address in undergraduate science learning?\",\"answer\":\"It addresses the limited opportunities for students to comprehend, present, and produce scientific literature within their regular curriculum.\"},{\"question\":\"How does the course use primary and secondary literature?\",\"answer\":\"Students rely primarily on scientific literature to learn interdisciplinary biophysics content and to analyze roughly 20 journal articles in depth.\"},{\"question\":\"What assignments and assessment methods are used to evaluate student learning?\",\"answer\":\"Students complete weekly assignments, two group presentations on research articles, take-home assignments, a written literature review article, and three reflection essays based on course readings and the documentary.\"}]","Using Primary and Secondary Literature to Introduce Interdisciplinary Science to Undergraduate Students | PDF",1792079920,13]