$40
weekly
Critical Reading in STEM: Decoding Research Papers
New class
Ages 13-18
Live Group Class
Average rating:
5.0
Number of reviews:(20 reviews)
Live video meetings
1x per week
2-6 learners per class
60 min
What's included
1 live meeting
1 in-class hours per weekHomework
1-2 hours per week. Reading AssignmentsClass Experience
US Grade 9 - 12
Beginner - Advanced Level
What Your Teen Will Learn in "Critical Reading in STEM" Why This Course Matters This course is designed to give your teenager crucial skills that go far beyond just reading scientific papers. Weekly participation will prepare young learners to become confident, critical thinkers who can navigate complex information in an increasingly technical world. This course is taught in an engaging format (open dialogue and use of relevant video clips for visual learners). Learners are provided the journal article a week before the session along with guided questions to help them learn how to identify key content in an article. The group format is used to stimulate questions by the learner. Related current events may be discussed to highlight the relevance of a topic. Students will provide direct input on topics they would like to explore for each week's study. Key Skills Your Teen Will Develop 1. Reading Like a Scientist - Learn to understand complex scientific writing - Break down complicated research into understandable pieces - Recognize the difference between credible research and misleading information 2. Critical Thinking - Develop the ability to question and analyze information - Understand how to evaluate scientific claims - Learn to spot potential flaws or limitations in research studies 3. Research and Digital Literacy - Navigate academic databases and research repositories - Use advanced internet search techniques - Understand how to find and use reliable scientific sources
Learning Goals
Improve reading comprehensionEnhance analytical thinkingOther Details
Parental Guidance
Students will be provided urls and/ pdf's of peer-review articles that will be discussed in the upcoming journal club.
Pre-Requisites
Passion for learning!
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Meet the teacher
Joined September, 2021
5.0
20reviews
Teacher expertise and credentials
I have experience writing and reviewing peer-reviewed journal articles on various topics. As well, I have extensive experience in science research. I completed a PhD in Cellular Biology & Molecular Biophysics from a graduate/medical school and a post-doc fellowship with the Mayo Clinic in Rochester Minnesota. I also have teaching experience at the high school and college level with student research.
I am also active in the fields of coding, AI and technology, and mathematics.
Please view recent publications below.
Skolnick, V. G., Lynch, B. A., Smith, L., Romanowicz, M., Blain, G., & Toussaint, L. (2023). The Association Between Parent and Child ACEs is Buffered by Forgiveness of Others and Self-Forgiveness. Journal of child & adolescent trauma, 16(4), 1–9. Advance online publication. https://doi.org/10.1007/s40653-023-00552-y
Hansen, C., Smith, L., Lynch, B. A., Miccoli, A., Romanowicz, M., & Toussaint, L. (2022). One-Year Prospective Association of BMI with Later Cognitive Development in Preschoolers. Brain sciences, 12(3), 320. https://doi.org/10.3390/brainsci12030320
Smith, L., Toussaint, L., Micoli, A., & Lynch, B. (2021). Obesity, putative biological mediators, and cognitive function in a national sample of children and adolescents. Preventive medicine, 150, 106659. https://doi.org/10.1016/j.ypmed.2021.106659
Antonela Miccoli, MD; Loren L. Toussaint, PhD; Carina K. Hansen; Latasha M. Smith, PhD; Brian A. Lynch, MD Pediatrics (2021) 147 (3_MeetingAbstract): 764–766. https://doi.org/10.1542/peds.147.3MA8.764
Miccoli, A., Toussaint, L. L., Smith, L. M., Hansen, C. K., & Lynch, B. A. (2022). Sex differences in growth in body mass and psychosocial abilities in children in Head Start. Early Child Development and Care, 192(16), 2646–2655. https://doi.org/10.1080/03004430.2022.2044322
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